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COPYRIGHT DEPOSIT. 




NEW AMERICAN HISTORY FOR GRAMMAR SCHOOLS 



THE MACMILLAN COMPANY 

NEW YORK • BOSTON • CHICAGO 
SAM FRANCISCO 

MACMILLAN & CO., Limited 

LONDON • BOMBAY • CALCUTTA 
MELBOURNE 

THE MACMILLAN CO. OF CANADA, Lto. 

TORONTO 



NEW AMERICAN HISTORY 
FOR GRAMMAR SCHOOLS 



IN THREE PARTS 

I. FROM THE OLD WORLD TO THE NEW 
IT. THE BIRTH OF THE NATION 
in. THE NATION'S LIFE AND PROGRESS 



BY 

]VIARGUERITE STOCKMAN DICKSON 



THE MACMILLAN COMPANY 
1914 

AS rtghtt rcaerved 






Copyright, 1911, 1914, 
BY THE MACMILLAN COMPANY. 



Set up and electrotyped. Published June, 1911. Reprinted 
Juiy, 1912; May. 1913. 

New Edition published September. 1914. 



SEP 2b 1914 

©CI,A379716 



Eo Mv. (Cfjtltrrcn 
aEallare, Ittatijarinc, anti Htultn 



PRKFACE 

'fiiE author of this history woiihl call attention to the follow- 
ing points in res'anl to it. They may be verified l)y reference to 
the text anywhere. 

1. An effort has been made to make the style interesting by use 
of vivid, clear, continuous, and at times dramatic narrative. The 
aim has been to produce, not catalogued facts, but historical 
literature. 

2. The chapter rather than the paragraph is considered a unit. 
This prevents the assemblnge of unrelated facts, which paragraph 
headings encourage, and j)roduces a readable text. It is deemed 
important that the pupil shall read each chapter as a whole before 
proceeding to detailed study of any part of it. In no other way 
can he avoid learning isolated facts, and these are not history. 
Marginal headings have been used simply to facilitate review and 
reference, and have been made as inconspicuous as is consistent 
with their purpose. 

3. The cha})ters have been so planned that the end of each is a 
logical stopping place, where what has been read may be worked 
over, added to, and assimilated. At each of these stopping places, 
use has been made of the educational devices of enlargement, 
repetition, analysis, and tabulation, to fix the main facts of the 
narrative. 

4. The grouping of facts has been made a prominent feature. 
The book is divided into three parts to emphasize the natural 
division : into (1) discovery and settlement ; (2) the formation of 
the repuV)lic; (3) national history. Each of these parts in its turn 
is subdivided into certain main topics, few in number and logical 
in succession, so that they can be easily grasped. These main 



VIU PREFACE 

topics are placed at the beginning of each part for easy reference. 
More detailed outlines of each topic are given at proper intervals 
throughout the book. 

5. No attempt has been made to include all the facts of United 
States history. That would be manifestly impossible as well as 
unwise. The author even pleads guilty to the exclusion of certain 
incidents and events usually found in grammar school textbooks. 
It required some courage to do this, but it is believed that by doing 
so the book has been strengthened. Some events — such as the 
War with Tripoli, the Burr Conspiracy, the Anti-Masonic party — 
merely serve to confuse the young student. They do not affect 
the general issue. It is by the omission of such things as these 
that space has been obtained for sufficient detail to make clear 
and vivid the events we have considered. 

6. A unique feature of the book is its grading. Most history 
textbooks assume as much mental capacity on the part of the child 
when he begins his study as when he is at its end ; or, stated 
inversely, as little capacity when he finishes his work as when 
he began it. This cannot be true, if the child does any work at 
all. In recognition of this fact, this book has been planned to take 
advantage of the child's growth and to aitl it. A brief comparison 
of a chapter in the early part of the book with one near the close 
will show this plainly. American history lends itself readily to 
such a plan. Changing as it does from the simple story of primi- 
tive life in a new land to the record of to-day's complex civilization, 
it makes excellent material to produce in the child growth from 
merely reading a story to thinking and reasoning about historical 
problems. 

7. The purely arbitrary division of the national period according 
to administrations has been discarded. In the consideration of the 
period since the War between the States, it has seemed best to 
treat one problem at a time — the tariff, western development, civil 
service — rather than to attempt the study of these important things 
bit by bit in passing from one administration to another. The 
grammar school boy of to-day will be the voter of to-morrow. We 



PREFACE ix 

mast give him some definite knowledge of the questions men 
vote upon. Mere casual references will not do 

8. Many references for outside reading are given at the close 
of the chapters These are not in most cases to books written for 
adult history students, but for boys and girls. The purpose of 
many of them is to stimulate interest quite as much as to add 
to information. In no case is a pupil referred to a historical 
volume without definite instructions where to find what he seeks 
in it. 

9. The maps in the book deserve a word of mention. They were 
selected and nearly all of them sketched especially for this book 
by Mr. George W. Dickson, District Superintendent of Schools, New- 
port, New Hampshire, a practical schoolman and teacher of history. 
Many of them are original in conception, and all are carefully 
designed to eliminate confusing and unnecessary details, to show 
forth essentials boldly, and to give the child the necessary help 
in placing correctly on the continent detailed Local maps. This 
last both Mr. Dickson and the author believe an especially valuable 
feature. 



It would be impossible to name in the brief space here accorded 
me all those who have been of assistance to me in preparing the 
book ; but I am most appreciative of their kindness. To my hus- 
band, whose v/ork on the maps I have already mentioned, and 
whose suggestions and criticism have modified the book in many 
ways, I desire to express my thanks. 

MARGUERITE STOCKMAN DICKSON. 



CONTENTS 



PART I 



FROM THE OLD WORLD TO THE NEW 



CHAPTER 
I. 

IL 

in. 

IV. 

V. 

VI. 

vn. 

VIIL 

IX. 

X. 

XL 

XIL 

XIII. 

XIV. 

XV. 



Foreword . . . . 

The Vikings ....... 

Europe and the East ..... 

Columbus and his Work .... 

Following where Columbus Led 

America Avr> its Inhabitants 

Spain's Attempt at Colonizing North America 

French Explorations and Settlements 

England's First Attempts at Colonization 

Virginia ........ 



The Pilgrims at Plvmouth .... 
The Dutch Colony of New Netherland 
Massachusetts Bay, Rhode Island, Connecticut 
Maryland, Delaware, Neav Jersey, Pennsylvania 
Indian Troubles iv \r,w England 



PAGE 
1 



13 

26 
31 
35 
41 
48 
.54 
64 
72 
HI 
86 
92 



PART II 
THE BIRTH OF THE NATION 



I. Foreword 



CONDITIONS IN EUROPE AND AMERICA 
II. English Colonies and Colonists. .... 

III. Life in New France ....... 

IV. A C LANCE at England and France .... 

xi 



101 

lOG 
114 
118 



XIV 



CONTENTS 



THF, XKW UNION 

CHAPTER 

XXVII. The Dkvei.ui'ment uf thk West . 

XXVIII. Changes in 1nikt.striai> Conoition«( 

XXIX. The New Sooth 

XXX. Politics since the Wah . 

I. Gk ant's rHESlDENCV . 
II. ClHI!EX( Y (UksTIONS . 

III. The Tahii i- . 

IV. CiviE Sehvk i; Uefokm 

y. L.UiOK I'Uolil.K.MS 

XXXI. FoHEiGN Relation- sin* i; the Wa 

'1'he Stanish Wau 
XXXII. Ameuka as a Would I'owek. 
XXXIII. The A.mekhan People 



PA(iE 

. 466 

. 416 

. 48« 

. 4!>2 

. 4i)2 

. 4'X, 

. 4'.l'.» 

. .';U:; 

. 500 

. All 
514-522 

. 527 

. 635 



APPENDICES 
I. Chronological Charts: 

DlSCOVEKIE.S AND E.\ I'LOK ATIONS ...... i 

The Struggle or En<;lani> anh Fkani e i'()r America . iii 

Stkl'ggi-i: joii Im)i;i-;:ni)Ence ..... . iv 

Review oe National Period dy Ar)AiiNi>TRATioNS . , viii 

Slavery and the War hetween the States . . . xi 
II. Growth of the United States : 

Table of Thirteen Original Colonies .... xiii 

Table of States and Territories ..... xiv 

Population at Each Census ....... xvii 

III. Table of Presidents and Vice Presidents . . . . xviii 

IV. Reviews xix 

V. Declaration of Independence xxii 

VI. Constitution of the United States ...... xxvi 

VII. Pronouncing List of Proper Names xlii 



3X 



COLOR MAPS 



Distribution of Indian Tribes ....... 

European Claims in North America at tlie Tim*' of tlie Foundiu}: 

Last English Colony, Georgia, 1738 
America at the Close of the Last French War 
North America at tlie Outbreak of the Revolutinn 
North America at tlie Close of the Revolution (Treaty, 1783) 
Claims ami Sessions 
United Stales in 18():^, . 
United States in IHID . 
United States in 18:]() . 
Territory claimed l)y Texas wlien 
Compromise of 18-JO 
Slave and Free Territory, 1854 
United States in 1860 . 
Map showing the Three Secessions 
Territorial Expansion of the United States .... betueen 

United States in rj09 . 



admitted to the Union, 1845 



facing 02 
of 



the 
iiKj 



128 
148 
172 
239 
247 
287 
314 
32! > 
360 
3(52 
3(52 
370 
380 
522 and 623 
facing 627 



PART I 

FROM THE OLD WORLD TO THE NEW 

"A land waitinir for its people, wealth waiting for 
possessors, an empire waiting for the nation-builders." 



XVII 



PART I 



FROM THE OLD WORLD TO THE NEW 

DiSCOVEKV 

1. 'I'he Norsemen 

2. Europe and the East — •• How shall we reach the Indies?'' 

3. Columbus 

4. Vasco da tiaiua 

5. Early followers of Columbus 

Cabot, Vespucius, Calboa, Magellan 



IL EXPLOUATIOX 



1. Spain 
Cortez 
Pizarro 

Ponce de Leon 
De Soto 
Coronado 



France 
Verrazano 
Cartier 
Chaniplain 
Marquette 
Joliet 
La Salle 



3. Holland 
Hudson 



III. Colonization 
1. Spain 



Saint Augustine 
Santa F6 



France 
Canada 
Louisiana 



3. England ^ 

Mrginia 
IMj'nioulh 
Massachusetts 
Rhode Island 
Connecticut 
Maryland 
New Jersey 
Pennsylvania 
North Carolina 
South Carolina 
Georgia 



Holland 
New York 



PART I 

FOKKWORD 

I 

(HcE upon a time, as the storybooks say, a great thing hap- 
pL-nc'il in this old world of ours. Perhaps you know already what 
this great event was, and will tell me that I mean the discovery 
of America. And if I ask how and when and by whom this dis- 
covery was made, perhaps you will be ready to tell me that too. 

But you must remember that so great a thing as the discovery 
of a new world was not accomplished by one man alone, nor was 
it accomplished in the single day when Columbus first saw land 
after his long voyage. Sometimes we' think of it as if a great 
curtain had been rolled away from before the eyes of Columbus, 
disclosing the whole continent of America; so that he had only 
to go home and tell the king of Spain that the New World was 
discovered. 

This is a \'ery wrong idea. We must look back many years 
before the time of Columbus to find the beginning of the great 
work, and we must study on to a time many years after his death 
l)efore we can say that Europe had really found America. Years 
of toil, great sums of money, the suffering and death of many 
brave men, were necessary before the work was done. And even 
then it took centuries more to find what the new continent was 
like, to settle it with white people, and to make it useful to the 
world. 

It is not one story, but many, that we must read, if we are to 
know how it all came about. We must read about old Europe 
B ) 



2 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 

and the people there before we can know about America and the 
new nations that were planted here by European hands. 

So let us set out upon our journey, following the white-winged 
ships on their voyages across the blue waters, from the Old World 

to the New. 



II 



THE VIKINGS 

"Lords of the waves we are — 
Kings of the seething foam — 
Warriors bold from the Norseland cold — 
Far o'er the sea we roam." 

Far away, in the cold northern countries that we know as Nor- 
way and Sweden and Denmark, lived a race of men who called 
themselves Vikings. They ar-e often called Northmen or Norse- 
men, but I like best their own name for themselves. Viking means 
"son of the bay," and the name helps us to know what kind of 
people they were — bold and hardy, fond of 
adventure, and full of love for the great blue 
ocean that crept up into the thousands of bays 
along their shores. They built many ships, and 
we hear of their daring voyages in almost every 
part of Europe. 

If we could have followed these Viking sailors, 
we should have found some of them going to 
England and to France; some to Ireland and 
the smaller islands near by; but perhaps more 
than to any other place they went to build up 
a Viking colony in Iceland. Their settlements 
there grew rapidly, and we may read about 
their farms and hay crops, their sheep and 
cattle, and, as we should expect, about their 
ships and their trade with all the countries 
round about. 

Would you like to see a Viking ship? It would not look much 
like one of our ships to-day, nor would it travel so fast as ships 

3 




A Norse sea king 



AMERICAN HISTORY FOR GRAMMAR SCHOOLS 




' ^ ^-''-T^i^v 



do now. The bow antl the stern rose higli out of the water, but 
the middle was lower and iuul no deck. Each vessel carried from 
thirty to sixty oarsmen, who used oars twenty .feet long. A single 
mast and but one sail, both of which could be taken down when 
not in use, completed what would seem to us a strange ship. But 

they were well built, and in them 
the Northmen used to spend 
many weeks at a time upon the 
sea. 

Only two years after Iceland 
was settled, one of these ships 
was driven westward by a storm, 
till it reached the land we now 
call Greenland, and many years 
later a Viking colony was made 
there. * Then comes a story of a 
Viking ship which sailed even 
farther into the unknown west 
than this. The vessel had 
started on a voyage from Ice- 
land to Greenland, and the cap- 
tain had set out, steering by the 
sun and stars, Viking fashion. 
But a thick fog came, and neither 
sun nor stars could be seen. Still, on and on sailed the Viking 
ship, and after a time the welcome land was seen. It was not 
snow-bound Greenland the ship had reached, however, but a 
The finding low woody shore of which the captain knew nothing, 
of Vinianj gg he turned back, and it was left for another man 
to land on the new-found shore. This man was Leif, son of 
Eric, or Leif Ericsson, as he is often called. In the year 1000 
Leif set out to search for the new land. After a short voyage 
Leif and his thirty-five followers saw the shore, and sailed along 
beside it for some distance. They called one place they saw Slate- 



■:iK 



^•- 



"=))! 



Viking ship 

Both ships and sails were gayly oolored. 
Notice the dragon's head on the prow. 



THE VIKINGS 



land, because of its large flat rocks Another they called Wood- 
land, and another Vinland, because of the wild grapes they found 
there. In Vinland they spent the winter, and on going home in 
the spring, told fine stories of the pleasant land they had found. 

"Where was Vinland?" you would like to ask, and I should 
like to tell you, if I could. That it was in America somewhere, 
probably between Nova 
Scotia and Long Island 
Sound, we may be almost 
sure, but just where we 
cannot tell. That no last- 
ing settlements were made 
in Vinland by the Nortli- 
men we ai'e sure. Homo 
voyages were made to its 
shores to obtain wood, but 
encounters with the na- 
tives, of which the old 
Norse stories tell, kept the Vikings from making homes in the 
land the,y had found. In time they stopped sailing to Vinland, 
and came even almost to forget about it. They deserted even 
the Greenland colonies after a time, and the New World was left 
once more to its savage owners. 




Meeting of Northmen with natives 



THINGS TO REMEMBER 
1 The Vikings or Northmen lived in northwestern Europe. They were 
great sailors 

2. The Vikings made colonies in Iceland and Greenland. 

3 In the year 1000 Leif Ericsson, a Norseman, made a voyage to a place 
he called Vinland. 

4 Vinland was probably somewhere on the northeastern coast of North 
America. 

THINGS TO RE.\D 

1. " Viking Tales," Hall. 

2. Legends of the Northmen, from "Young Folks' Book of American 
Explorers," Higginson, pp. 1-15. 



6 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 

3. Harald the Viking, from " Tales of the Enchanted Islands of the Atlan- 
tic," Higginson, pp. 16S-1S5. 

4. " Studies in American History," Sheldon-Barnes, pp. 6-12. 

6. The Saga of the Land of Grapes, from " Wandering Heroes," Price, 
pp. 151-170. 

6. The Northmen in Europe, from " Story of the Middle Ages," Harding, 
pp. 104-113. 

THINGS TO DO 

1. Find the exact meaning of explore, settlement, colony. 

2. Make a map showing Norway, Sweden, Denmark, Iceland, Greenland, 
Nova Scotia, Long Inland Sound. 

3. Write an imaginary account of Leif Ericsson's voyage, supposing 
ycmrself to be one of his men. The following topics may help you. 

My love for the sea — my many voj^ages — a voyage I once made with 
Leif many years ago — why we went — what we saw — what we called the 
land we found — the place — the people — our return. 

4. Make spears and shields like those the Northmen used, and play at 
being Vikings. 



Ill 

EUROPE AND THE EAST 

We may wonder how it happened that the knowledge of Vin- 
land did not spread to the other countries of Europe, and wii>- 
no other people made voyages to explore and settle the new land. 
There were many reasons for this. One was that the Northmen, 
in spite of their many voyages, had little knowledge of geography, 
and so had no idea that they had found anything strange or 
wonderful. 

Another reason was that in Europe this was a time of great 
confusion and many wars. People were not thinking much 




Camels on the desert 

Caravans sometimes have as many as 1000 camels, which follow each other in single file, 
covering a mile or more in length. A camel can carry from 300 to 600 pounds, and can 
travel from 18 to 25 miles a dav. 



about expl(jring new countries. And still another was that 
Europeans did not care much what lay to the west of them. 
What little attention they had to spare from their troubles was 

7 



8 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 

turned toward the East; toward India, the land of spices and 
diamonds and pearls; toward Cathay, the land of silk; toward 
that mysterious ishmd which they called Cipango, which, though 
none of them had been there to see, was believed to be the richest 
of them all. 

There had been for many hundreds of years some trade with 
the East. Caravans from Asia brought goods to the shores of 
the Red Sea, the Caspian, and the Persian Gulf. There they 
were met by European traders, who brought the goods, partly by 
land and partly by sea, to Europe. Constantinople had become 
a great commercial city, the center of much of this eastern trade. 
^ , Her shi})s sailed up through the Strait of Bosporus 

Trade routes i' » i 

and th(.' Black Sea to meet the caravans which had 
come across the mountains and the deserts lying between the 
people of Europe tmd those of the great East. 

In the eleventh century Europe was threatened by a great 
danger, which made people think more than ever of the countries 
to the east of them. The Turks, a fierce 
and warlike people, began to come in vast 
companies from their homes in central 
Asia, and soon took possession of the 
whole eastern end of the Mediterranean. 
The Holy Land, to which Christian pil- 
grims journeyed to worship, was no longer 
safe because of these intruders. Christians 
everywhere throughout Europe became 
alarmed. Armies were formed, 
and the Crusades, or "Wars 
of the Cross" were begun, to drive back 
the Turks from the Holy Land, and to 
keep them from capturing Europe itself. 
One crusade followed another for nearly 
two centuries; but the Christians never 
A Crusader really succeeded in driving the Turks away. 




EUROPE AND THE EAST 




10 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 



Marco Polo 



One of the great results of the Crusades was to interest people 
even more in the East, and to increase the commerce with India. 
Venice and Genoa became great trade centers, and the Mediter- 
ranean was filled with richly laden ships. Great fortunes were 
made. Wealth and learning spread throughout Europe. There 
grew up much curiosity about the Indies and Cathay. The men 
who came with the caravans often told the traders strange stories 
about their countries in the East. Marco Polo, a 
Venetian, who had really been in these far-away 
countries, came home and told wonderful tales of the richness and 

splendor of what he saw. He 
told of beautiful rivers with hun- 
dreds of great cities on their 
banks, of the rich products of 
the countries, and of a great 
ocean away to the east of Cathay, 
in which la}' the lovely island of 
Cipango. 

During all these years, while 
the stories about Asia were arous- 
ing more find more interest, the 
Turks had been gathering strength 
once more, and now, after hard 
Capture fighting, they had 

of Con- capturf>d Constanti- 

stantinople ^^^^^ rpj^.^ ^^^ ^ 

great blow to European commerce. Just as people were beginning 
to find out something about the East, the way was closed. They 
could no longer meet the caravans from India on the shore of 
the Black Sea; they did not even dare to go l)y way of the Red 
Sea, for fear of the Turkish vessels always on the watch for them. 
What should they do? Must they do without gold and pearls 
and diamonds, without spices and ivory and silks? Some of the 
learned men began to wonder if there was no other way to India. 




Marco Polo 



EUROPE AND THE EAST 



II 



Some one remembered about the great ocean Marco Polo had told 
them of. What ocean was it? How could they get to it? Or 
could they, perhaps, sail around Africa, and so through the In- 
dian Ocean to India? 

This was not entirely a new idea. The western coast of Africa 
had been explored for a short distance, before this time. Prince 
Henry of Portugal, afterward known as Henry the Navigator, 
had sent many ships down the coast to search for gold and to 
see if an ocean route to India could not be found. Henry the 
Now he tried harder than ever. The story of the Navigator 
voyages would be a long one. It was slow work ; but year by 
year the ships crept a 
Uttle farther south. The 
sailors were easily fright- 
ened and often wished to 
turn back. Many of the 
captains themselves be- 
lieved that in the Torrid 
Zone the ocean was of 
boiling water, and the air 
was filled with flame. 

But still they went on, 
encouraged by Prince 
Henry, who was a great 
man, and one tliat we 
should honor for his zeal 
and steadiness of iiur))osp. 
When he died, in .14(53, 
the Gold Coast had been 
reached, and we find our- 
selves wishing that he Henry the Navifjator 

could have lived to see 

the good work go on. Each year the ships sailed farther south. 

In 1471 the Equator was crossed, and in 1486 the Cape of Good 




12 AMEK.OAN HISTORY FOR GRAMMAR SCHOOLS 

Hope was discovered. The Portuguese seemed likely to be the 
ones who would answer the question, " How shall we reach the 
Indies?" 

THINGS TO REMEMBER 

1. At the time when the Northmen found Vinland, most people in Europe 
were interested in the East, with which there was much trade. 

2. After the Turks captured the Holy Land, the Crusades were under- 
taken to recover it. 

3. In 1453 the Turks took Constantinople ; commerce with the East was 
stopped. It became necessary to find a new routp to India. 

4. Henry the Navigator sent ships down the coast of Africa. These 
ships passed the Equator in 1471 and the Cape of Good Hope in 1486. 

THINGS TO READ 

1. "The Adventures of Marco Polo," Atherton. 

2. "Story of Marco Polo," Brooks. 

3. "Marco Polo," Towle. 

4. "Studies in American History," Sheldon-Barnes, pp. 12-16. 

5. The Crusades in "The Story of the Middle Ages," Harding, pp. 114- 



136. 



THINGS TO DO 



1. Find the exact meaning of caravan, commercial, Christian. 

2. Find out what years mark the beginning and the end of the eleventh 
century. 

3. Find out what you can about the Turks. 

4. Map study : Look up the location of the Red Sea, the Caspian Sea, 
the Persian Gulf, Constantinople, the Bosporus, the Black Sea, the Mediter- 
ranean Sea, the Holy Land, Venice, Genoa, Portugal, the Gold Coast. 

5. Make a map showing the roxitos of trade with India before Constan- 
tinople was taken. 

6. Write about Marco Polo, teUing about: where he traveled; his book; 
some of the wonderful things he described; what people thought of his 
stories. 



IV 

COLUMBUS AND HIS WORK 

" He gained a world; he gave that world 
Its grandest lesson: On ! sail on ! " 



Miller. 



Just when the idea that the earth is round came into men's 
minds we cannot tell, but we know that it had been beUeved by 
learned men for many years be- 
fore the times of which we have 
been reading, though the com- 
mon people probably had no 
idea of such a thing. There had 
been men, too, who had thought 
that if the earth is round, Cathay 
might be reached by sailing west. 
After 1471, when the Portuguese 
ships suc3eeded in sailing beyond 
the Equator, and it began to be 
seen that the voyage around the 
coast of Africa would be a long 
one, more men took up these 
ideas of a western route. 

Portugal was the great gather- Coiumbus 

ing place for those who were in- There i. no reaUy authentic portrait. of Colum- 

'=' ' bus, though several, of which this is one, 

terested in these questions, and are usually accepted as likenesses. The 

there we find a man who grew original of this picture i« a painting m the 

" Marine Museum, Madrid. 

to be very sure that sailing west 

was the best way to reach Asia. This man was Christopher 

Columbus. 

13 




14 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 

He was a native of Genoa, and had come from that place to 
Lisbon, where we hear of him making his hving sometimes by- 
voyages on the sea, and sometimes by making maps for other 
sailors. We do not know much about his early life. He was 
fairly well educated, and had a great love of geography, probably 
because he had spent much of his life on the ocean. 

He was the first of those who believed in the western route to 
think of really trying it himself. It took a good deal of courage 
to be willing to attempt such a voyage. There were many diffi- 




Toscanelie's Map ; drawn from his Description 



culties to be overcome. The ships of that time were small and 
easily wrecked. The fear of the miknown ocean, which was 
called the "Sea of Darkness," was great. No one knew, of 
course, how far this ocean extended, but the geographers had 
reckoned, as nearly as they^could, the size of the earth, and 
some of their estimates were not far from right. 

Columbus thought the earth smaller than it really is. He 
believed that by sailing west only twenty-five hmidred miles, he 
would come to Japan. The actual distance from Portugal to 
Japan is more than twelve thousand miles. Perhaps if Columbus 



COLUMBUS AND HIS WORK 



15 




16 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 

had known how large the earth is, Up would not have been so 
eager to start on his voyage. 

The king of Portugal wa.s anxious to know of a shorter route 
to India, so Columbus applied to him for assistance in getting 
money and ships. The king became interested, and might have 
helped him, if Columbus had not asked for such great rewards in 
return for what he might discover. These the king refused, but 
he determined secretly to try the route, and so find out whether 
Columbus was right or not. He sent out a ship with copies of 
Columbus's maps and charts, but he gained nothing by his decep- 
tion. The sailors were frightened by the great ocean, and soon 
came back, saying, "You might as well expect to find land in 
the sky as in that waste of waters." 

When Columbus heard of the trick the king had played upon 
him, he at once left Portugal. This was in 1484. He deter- 
mined to apply to the king and queen of Spain, and we soon 
hear of him traveling with his Uttle son on his way to the Spanish 
court. It was a long time before he «ould get the king and 
queen, who were busy with a great war, to pay much attention 
to him. The years slipped by. While he was still waiting and 
hoping, the news came in 1487 that a Portuguese ship had sailed 
around the Cape of Good Hope and into the Indian Ocean. 
Can't you imagine how impatient Columbus must have been to 
show people that his way was a better one than this? 

It was more than four years later, however, that his time came. 
In 1492 the war that had kept the king and queen busy came 
Columbus's to an end, and Queen Isabella became interested in 
first voyage Columbus and his plans. He came very near losing 
this chance, as he had lost the one in Portugal, by wanting too 
much in return for his work. But at last the matter was ar- 
ranged, and preparations for the voyage were begun. 

It was hard work to find sailors who were willing to go upon 
the ships the queen provided. The queen forced some to go 
whether they wished to or not. She even released criminals from 






^ I v^^ 



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"-^^.^m 






17 



18 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 

prison to help make up the crew. At hi.st all was ready, and 
Columbus set sail from the little town of Palos, on the morning 
of August 3, 1492, with ninety sailors on board the three ships 
that formed the fleet. 

Of these three ships the Santa Maria was the largest, and was 
the flagship. The Pinta and the Nina were smaller, and had no 
decks. They were not much, if any, larger than many of our 



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1 



The Fleet of Columbus 

pleasure boats of to-day, but Columbus was glad to have any ships 
at all, so I do not believe that he found any fault with his fleet. 

It was a strange voyage. After leaving the Canary Islands, 
September 6, they were soon out of sight of land. Then it 
was that loneliness and terror of the great waste of rolling waters 
took possession of the poor sailors. Nothing but sea and sky '— 
the sea glittering in the sunlight by day, or rolling black and 
awful by night ; the sky filled with far-away stars, or glaring with 
the hot rays of the pitiless sun. 



COLUMBUS AND HIS WORK 19 

Columbus did not dare to tell the sailors how far away they 
were from home, so each day he gave the number of miles they 
had sailed as less than it really was. Anxiously, as the days 
went on, did the admiral look for signs of land. Sometimes he 
saw weeds floating in the water, sometimes birds flying overhead, 
sometimes a crab, once a whale; always something to keep up 
his courage, and something to tell the sailors as a sign that land 
was near. 

Twice they were disappointed, finding what they had believed 
to be land to be only banks of clouds. They had been on the 
great ocean a month. But there were always new signs, — 
floating logs, a branch with berries on it, a stick carved by hu- 
man hands. Late one night Columbus thought he saw a moving 
light. Every eye was strained, gazing out into the darkness, 
every sailor intent upon securing the reward offered to him who 
should first see land. 

The signal agreed upon was the firing of a cannon on the ship 
where the sharp-eyed sailor should prove to be. It was two 
o'clock. The moon was near its setting. The Pinta was ahead. 
Boom ! sounded her great gun. How the hearts must have beat 
when the sound was heard. Land at last ! To the homesick 
sailors it meant that the weary voyage was over, that they would 
soon be on their homeward way. To Columbus it meant success; 
it meant wealth, power, and fame! 

With hearts filled with happy thoughts, they furled the sails 
of each little vessel, and lay down to wait the coming of the dawn, 
and their first sight of the long-sought land. 

Early in the morning — it was the morning of ()ctol)er 12 
— preparations were made for going ashore. Columbus, with a 
small company of officers and seamen, carrjqng the royal banner 
of Spain, set off in a little boat to take possession of the land for 
the queen. What land was it? Colvmibus could hardly tell so 
goon. It seemed to be a beautiful little island, with green trees 



20 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 

and wonderful fruits, with silvery streams, and away in the dis- 
tance a little lake. There were no towns nor great buildings to 
be seen. A few strange-looking men had been seen among the 
trees. It must be some island to the north of Cipango, thought 




Landing of Columbus 
From Vanderlip's painting in the Capitol at Washington. 



Columbus, He named it San Salvador. We know now that it 
was one of the Bahamas, probably Watling's Island. 

Reaching the shore, the company fell upon their knees, thanked 
God for their success, and, holding high the royal banner, pro- 
The landing, claimed this land a part of the dominion of Queen 
October 12, Isabella. A crowd of natives had gathered near, 
^^^^ watching the strange movements of the newcomers, 

and the Spaniards suon made friends with them. They gave the 
red men beads and bits of colored cloth, and tried to talk with 
them about the country. Believing that he had found the long- 
sought Indies. Columbus called the natives Indians. This was 
not, to be sure, much like the land of riches and splendor he had 



COLUMBUS AND HIS WORK 



21 



expected to find, but surely Cipango was not far away, and there 
he would see the great cities, and find tlie pearls and the gold. 

For three months he sailed about among the islands, which 
we know now to have been the Bahamas. He touched upon the 
shore of Cuba; he explored Hayti, and named it Ilispaniola. 
But he found no spices, no gold, and no place that seemed to be 
quite like Cipango. 

At last the Santa Maria struck a sand bar, and could not be 
saved, Columbus saw that it would be best to start for home. 
He built a fort at Hispaniola, and left there forty men with provi- 
sions for a year; then, with the rc^st of the men, he set sail for 
Spain. 

It was a great day for Columbus when he stood before the 
king and queen, telling them of the strange sights he had seen, 
and showing the wonderful things he had brought home, — curi- 
ous plants, l)rilliantly colored birds, and even several of the cin- 
namon-colored men. 
Preparations were 
at once l)egun for 
a second v 03^ age. 
Columbus was hap- 
pier then than ever 
afterward, I fear. 

The second voy- 
age took place in 

1493. A Second 

fleet of voyage 

seventeen vessels, 

with fifteen hundred 

men, set out from Cadiz to found a colony and to continue the 

work of exploration. The record of this voyage is much like that 

of the first ; they found many islands, but could not discover to 

what country they belonged, nor could they find very much 

gold. 




Departure of Columbus on his second voyage 



22 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 



Columbus's 
third and 
fourth 
voyages 



The success of Columbus made the Portuguese try harder than 
ever to reach India by saiUng down the coast of Africa. In 1497 
Vasco da ^ A^^t commanded by Vasco da Gama set out on 

Gama's the voyagp that was to answer the old question, 

voyage " How are we to reach the Indies?" In 1499 the 

Portuguese joyfully announced to the world that Da Gama had 
succeeded in getting to India, and had returned with 
a cargo of gold, ivory, spices, and rich silks. Da 
Gama became a hero in the eyes of Europe, and 
results of Columbus's enterprise looked 
smaller than ever. 

In the meantime Columbus 
was sailing westward a third 
time. This time 
he reached the 
mainland of South 
America. On his 
way home he stopped at the 
Hispaniola colony. There 
plots were formed against him, 
and he was seized and sent to 
Spain in chains. This was the 
greatest sorrow of his life. He 
was released as soon as the queen heard of it, but he could never 
quite forget his disgrace, and it is said that he kept the chains as 
long as he lived. The old admiral made but one voyage more. 
For the last time he turned the prow of his ship to the west. 
This voyage, Uke the second and the third, ended in disaster. 
Columbus was shipwrecked, and it was a year before ships came 
to take him home to Spain. 

Of what use, thought the people, had his discoveries been? 
What had he found that was worth finding? Beautiful islands, 
strange birds, curious plants, and copper-colored men — but what 
use were all these? 




By Successive Steps the Portuguese reached 
India 



COLUMBUS AND HIS WORK 



23 




24 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 

The Portuguese had reached India, and were already growing 
rich from their trade with the countries of the East. Why had 
Value of ^^^^ Columbus found the Indies, or Cipango, or 

Columbus's Cathay? He was only an idle dreamer, after all, 
^°^^ they thought, and had spent the queen's money and 

his own time for nothing. 

And what could Columbus say in answer to all this ? Nothing, 
for he did not know how great was the work he had done. It 
must have seemed, even to him, much like failure. 

Poor, old, discouraged, forsaken, he lived only for two years 
more, then died, and was for a time forgotten. It was only in 
after years, when the great truth became known that not Asia, 
but a new" continent, lay to the west beyond the "Sea of Dark- 
ness.'' that he was honored as one of the world's great men, 
and it Avas said of him that he "gave to Castile and Leon a 
new world." 

THINGS TO REMEMBER 

1. Many people became interested in the search for a new route to 
India; some men believed the earth to be round, and that Asia could be 
reached by sailing west. 

2. Christopher Columbus was one of the men who thought this. 
Unlike the others, he wished to try it for himself. 

3. He needed help in getting money and men. No one would help 
him, until at last Queen Isabella of Spain gave him three ships manned 
by ninety men. 

4. He set out on his voyage August 3, 1492; on October 12, his ships 
reached land. 

5. Columbus took possession of the new land for Spain. He could 
not tell what land it was, but he believed it to be part of Asia. He went 
home proud and bappy, and was received with great honor by the king 
and queen. But his other oyages accomplished little, and he died poor 
and forsaken. 

6. Columbus never knew that he had found, not Asia, but a New 
World. 

THINGS TO READ 
1. "Columbus and Magellan," Lawler, pp. 1-93. 
2. "Pioneers on Land and Sea," McMurry, pp. 122-160. 



COLUMBUS AND HIS WORK 25 

0. •• The Storied West Indies," Obei\ pp. l-(). 

1. " Indians and Pioneers," Hazard and Dutton, Chapter VI. 

.">. ■' Younsi Foli<s' Book c)f Ameriean Explorers," Hi,u;u;inson, pp. IS-.i?. 
G. " Th(^ Life of Christopher Columbus for Boys and Girls," Moores. 

THINGS TO DO 

1. Find the exact meaning of proclaimed, dominion, exploration. 

2. Think of words which you might use to describe Columbus. Show 
some reason why you think the words you select really fit the man. 

3. In the song, "The Red, White, and Blue," we find the words 

"Columbia, the gem of the ocean, 
The home of the brave and the free." 

To what land does the song refer ? Is Columbia its real name ? Find, 
if you can, the names of places which have been named for Columbus. 
What was the World's Columbian Exposition? When and where did it 
take place ? What did it commemorate ? 

4. Study the pictures on pages 24, 26, 33, 34, 36. Write a paragraph 
describing the scene shown in one of them; show, if you can, the feelings 
by which the people were stirred. 

FOR YOUR NOTEBOOK 

Christopher Columbus 

[ Copy quotation from head of chapter. ] 

1. Columbus was born in . He became a . He was much 

interested in . He came to believe that the earth . He 

believed that sailing would bring one to India. He sailed from in 

the year . After sailing for he reached land. He believed 

he had found . He had really found a . 

2. Obtain and mount in your notebook as many as you can of the fol- 
lowing pictures: Columbus at the Court of Queen Isabella, The Fleet of 
Columbus, Columbus on the Deck of the Santa Maria, The Landing of 
Columbus. 

3. Show on a map of the world the voyages of Columbus, 



FOLLOWING WHERE COLUMBUS LED 



John Cabot 



Americus 
Vespucius 



It was not long after the story of Columbus's discovery was 
told, before others dared to follow where he led. John Cabot, 
another native of Genoa, sailed westward, under the 
flag of England, in 1497. He reached what we now 
call North America, and sailed for some distance along its north- 
eastern coast, Cabot's voyage is important since, because of it, 

the English later laid claim to the coast 
he explored. , 

Still another Italian, Amerigo Ves- 
pucci, or Americus Vespucius, as his 
name is sometimes written, 
helped along the great work. 
He was nuich interested in 
geography, and was a friend of Colum- 
bus. He made several voyages across 
the Atlantic, on one of which he ex- 
plored much of the coast of South 
America. This the geographers placed 
upon their maps as a "New World." 
The lands Columbus had found were still 
supposed to be parts of Asia. Letters 
were written, and, later, a little book, 
describing what Americus Vespucius had seen. Some one sug- 
The naming gested that the "New World" he had described be 
of the called "America," and slowly the name came into 

New World ^ise as a name for what we now call South America. 
Then when it became known at last that the lands Columbus 

26 




Vespucius 

From a painting in possession of 
the Massachusetts Historical 
Society. 



FOLr/)WINO WHERE COLUMBUS LED 



27 




28 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 



Magellan 



had discovered were not parts of Asia, but more "New Worlds," 
somehow the name America began to be apphed to them also. 
And so the New World received its name. 

Are you wondering how it became known that the lands Co- 
lumbus had found west of the Atlantic were not parts of Asia? 
Let me tell you. In 1513 a man named Balboa had sailed to the 
Isthmus of Panama, and after journeying across it, had found 
to his astonishment that there was another waste of water as 
far as he could see. Reports of this were 
heard by Ferdinand Magellan, a Portu- 
guese nobleman, who had 
spent much of his hfe upon 
the sea. He had been around Africa to 
India, and farther east still to the Spice 
Islands. He began to wonder if he could 
not sail around the " New World " of 
Vespucius, and so into the waters Balboa 
had seen. If this could be done, Asia 
might be reached, after all, by the western 
route. He might then, he thought, come 
home around the Cape of Good Hope. 
This, if he could do it, would make a voyage around the world, 

Magellan's plan was carried out, though not without terrible 
suffering and the loss of the brave Magellan himself. He set out 
The voyage ^^^ 1519, saihng down around the southern point of 
of Magellan's South America, by rocky coasts and through icy 
ships seas; he found the strait that bears his name, and 

sailed on into the Pacific. More than three months he sailed on 
this great ocean before he reached the Philippine Islands. 

It was on one of these islands that Magellan was killed. Many 
of his crew had died from sickness and suffering, and many more 
had been killed by the cruel natives. Those who were left finally 
reached Spain in 1521. This was the greatest voyage of them 
all. It was Magellan who proved that the earth is round; who 




Magellan 



FOLLOW IX n WITERK COLUMBUS LED 29 

first crossed the greatest of the oceans; who found Asia by sail- 
ing west; who, best of all, showed Europe that America is not 
a part of Asia, but a continent by itself. 

THINGS TO REMEMBER 

1. John Cabot sailed from England iu 1497. He sailed dircctl}'^ west, 
and so found North America. 

2. Americus Vespucius explored the coast of S(juth America and sailed 
far down into the Antarctic Ocean. 

3. After many years the New World came to be called America in honor 
of Americus Vespucius. 

4. Magellan discovered the Strait of Magellan, and one of his ships sailed 
around the world. 

THINGS TO READ 

1. "Columbus and Magellan," Lawler, pp. 94-144. 

2. "Pioneers on Land and Sea," McMurry, pp. 161-185. 

3. "Pioneer Spaniards iu North America," Johnson, pp. 23-45. 

THINGS TO DO 

1. Trace the voyage of Magellan on a globe, and then on a world map. 

2. Discuss in class, with your teacher, the following question : — 

Is it an injustice to the memory of Columbus to allow the name America 
to continue in use? Would you prefer to have our country called Co- 
lumbia ? 

FOR YOUR NOTEBOOK 

1. Write about "The Naming of the New World." 

(Tell who Americus was — his voyages — how the name America first 
came into use — your opinion in regard to the name.) 

2. Show on a map the voyages of Cabot, Vespucius, and Magellan. 

3. The First Voyage around the World. 
Made by in . 

The ships sailed , by the coast of , through the , into the 

, finally reaching the . From there the ships again sailed , 

around the — , and completed the voyage around the 

world. This voyage was important because it proved . 



VI 

AMERICA AND ITS INHABITANTS 

Before we go on to find out what use Europe made of this 
new land she had found, let us see what kind of land it was, 
and what the people who lived in it were like. To get an idea 
of America when it was first seen l)y Europeans, you nnist for- 
get, or put out of your mind, many of the things you know about 
it as it is now. No cities, no railroads, no ships in the silent har- 
bors, no great bridges, no roads, no horses or cows, not even a 
dog to bark at you or a cat to purr about your feet, would you 
have seen, had you come to this land of ours when those early 
voyagers came. 

Great forests, silent rivers, glistening beaches, lonely, rocky 
shores, would have met you everywhere. Perhaps you might 
have seen strange, dusky forms gliding among the trees, or a bark 
canoe shooting from behind some bend in the swiftly flowing 
stream. Perhaps these silent people would have gathered to look 
at you — the strange pale faces — as they gathered to look at Co- 
lumbus and his men. Perhaps you might even have seen their 
curious dwellings. Perhaps some dark night you might have 
heard strange noises, and, creeping through the sheltering woods, 
might have looked upon the painted warriors circling about the 
camp fire, shouting and screaming, until you stole away again, 
and, while the hoarse voices still rang in your ears, wished your- 
self back in old Europe, where such things could be neither seen 
nor heard. 

The Indian is a strange being. He paints his body, decks his 
head with feathers, and struts about as proud as any peacock. 

30 



AMERICA AND ITS INHABITANTS 



31 



He is like a child in his delight over a handful of colored beads or 
a strip of red cloth. 

At home he lies stretched upon the ground, smoking lazily, 
while his Avife plants the corn, grinds the meal, makes the fires, 
cooks the food — in fact, does all the work that 
is done. His work is in the hunting ground or 
on the warpath — the work of the villag(> is 
women's work. 

In the forest he follows a trail that to you 
seems invisible; hv hunts, with an eye so keen 
and a hand so skilled tliat seldom does an arrow 
miss its mark; he writes on the bark of a tree 
a message for his friend, in a strange language of picture and 
sign ; or he waits in the shadow of the tree trunks for his enemy, 
with a patience that knows no bounds. 

At the council fire he sits silent, smoking his long pipe, listen- 
ing to the words of his chief, or himself speaking words of solemn 
counsel. In war, hi(l(M)us with paint and feathers, he steals 




Indian Moccasins 




Indian Picture Writing 

through the shadows of the forest to strike down his foe, burn- 
ing, killing, torturing, scalping. He knows how to hide himself 
away among the trees, so that, though the woods seem as empty 
as they are quiet and lonely, the traveler may enter them only 
to find an Indian behind every tree, and his deadly arrows twang- 
ing by on every side. If the Indian is taken prisoner, he calmly 
accepts his fate, proud that no one can see any fear or any sorrow 
in his face. 

Just when these people began to live in America and where 



32 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 

they came from, you must not ask, for I cannot tell you; but 
they had probably been here many thousands of years when the 
white men came. Strange heaps or mounds of earth have been 
found in various parts of the country, which were evidently built 
by some very ancient people. These mounds and their contents 
have been very carefully studied. It was at one time believed 
that they were the work of a race of people much older than the 
Indians and quite different from them. Scholars now, however, 
generally believe the "mound builders" to have been merely the 
forefathers of the tribes of Indians who were found in the neigh- 
borhoods near the mounds when the 
white men came. 

Learned men have tried hard to dis- 
cover where the ancient home of the 
Indians may have been. Some of these 
men think that perhaps they came from 
Asia, and they ask us to notice how 
shallow Bering Sea is; adding, that if, 
" as it seems, this was once land instead 

igwam ^£ water, the people of that ancient time 

might easily have crossed to America. Others think that perhaps 
they came from Europe, and they tell us strange stories about a 
great ridge in the Atlantic Ocean, which was probably once above 
the level of the sea, and connected Europe and America. 

However the red men may have come, here the white men 
found them. There were many tribes, differing in language, in 
customs, in dress. Some lived in wigwams or tents of skins, and 
some in strange clay dwellings high on a rocky cHff. 

It would seem as though the fierce warlike Indians of the 
northern part of America could not belong to the same race as 
the Pueblo people or the Aztecs of Mexico. These people raised 
crops of corn, beans, and squashes. They knew how to spin and 
weave, using cotton and other plant fibers. The Aztecs built 
houses of stone, covered with plaster, which was often brilliantly 




AMERICA AND ITS INHABITANTS 



33 



colored. The Spaniards told wonderful stories of the riches and 
splendor of the Aztec cities, and they looked upon the people as 
scarcely less civilized than Europeans. We know now, however, 
that tliey had no real civiHzation, and that their "cities" were far 
less like the cities of Europe than the Spaniards at first thought. 



1 s 

1 ' •' 
» 




hi 


W^^KBSmt^^^^^^ 


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.t 













Pueblos of New Mexico 

However much the many tribes are known to differ, it seems 
to be beyond doubt that they are all of one race, and in many 
ways ahke. We are now to begin the story of the lives the white 
men lived among them. 

THINGS TO REMEMBER 

1. The land we call America was once a great wilderness. Only red 
people lived here. 

2. Some of these red people were fierce and warlike. Some of them 
lived less savage lives, building stone houses, farming, weaving, and doing 
many things such as civilized people do. 

THINGS TO READ 

1. "American Indians," Starr. 

2. "The Making of New England," Drake, pp. 10-12, 16-18, 49-51, 
142-148, 184-186. 

D 



34 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 

3. "The Making of the Great West," Drake, pp. 20-28, 39-52. 

4. "The Making of Virginia," Drake, pp. 40-42, 90-107. 

5. "Pioneers of the Rocky Mountains and the West," McMurry, pp. 
165-200. 

6. "The Spanish in the Southwest," Winterburn, pp. 9-42. 

7. "Wigwam Stories," Judd. 

8. "Indians and Pioneers," Hazard and Dutton, pp. 11-88. 

9. "Indian Folk Tales," Nixon-Roulet. 



THINGS TO DO 

1. Find the exact meaning of dusky, invisible, ancient, customs, civilized. 

2. Make a list of places in America that have Indian names. Find out 
the meaning of as many as you can. 

3. Think of a possible reason why the Indians of South America and the 
West Indies were less warlike than those of North America. 



FOR YOUR NOTEBOOK 

1. Find pictures of Indians and their homes. 

2. Draw pictures of Indian wigwams and canoes, writing to accompany 
each a short description of how the Indians made it. 

3. Make a picture of an Indian village : show the forest, (ho camp fire, 
the wigwams, and a little stream or lake, with canoes. 

4. Write about any Indian relics yoii have seen — arrow heads, hatchets, 
etc. 

5. Tell about the life of the Indians of the Southwest. 



VII 

SPAIN'S ATTEMPTS AT COLONIZING NORTH AMERICA 

Spain liud Ictl in the discovery of the New World, and for a 
time it seemed as if she would lead also in building colonies there. 
At this time Spain was the strongest nation in Europe, especially 
on the sea, and she soon set out to make the new countries really 
her own. Colonies were planted on the islands of the West In- 
dies, and governors appointed. Exploring expeditions were sent 
out, and wonderful stories were told in Spain of the riches of the 
new possessions. 

In 1519 a Spaniard named Cortez found the land of the Aztecs 
in Mexico. The Spaniards were astonished at the wealth of the 
Aztecs, and they could not rest until the treasure was made 
their ouii. So Cortez entered upon the conquest of the coun- 
try. The Aztecs were treated very unjustly and often very 

cruelly. The Indian city of Mexico, which contained ^ 

•^ "^ ' Cortez 

many temples and palaces, was entirely destroyed. 

A few years later Francisco Pizarro found and conquered the 
land of the Incas in Peru. Like the Aztecs, the Peruvians pos- 
sessed great wealth, and they were treated with much cruelty 
in order to force them to give up their gold. At last 
the Spaniards had found the gold and silver they 
sought. Ships laden with treasure went home to Spain; every 
one was eager to seek a fortune in the New World. 

Most of the explorers turned to the South, where the gold and 
other treasures were said to be found. For some years no one 
paid much attention to the lands north of the West Indies. In 
1513, however, a Spaniard, an old man named Ponce de Leon, 
sailed north from Hispaniola, searching for an island containing 

35 







36 



SPAIN'S ATTEMPTS AT COLONIZING NORTH AMERICA 37 

a fountain which he had been told would bring back his lost 
youth again. It was a vain search, but his voyaging brought 
him to the beautiful land of Florida, of which he took possession 
for Spain. Although the Spaniards made several _. ,. 
attempts to settle Florida, it was many years before and settie- 
they established a successful colony. In 1565 the ment of 
beginnings of the Spanish town of St. Augustine ^^"""^^ 
were made on the Florida coast. St. Augustine is thus tlie oldest 
town in the United States. 




De Soto's Discovery of the Mississippi 
From Powell's painting in the Capitol at Washington. 

Nearly twenty years before this time, in 1539, a large party 
of Spaniards under Hernando de Soto had sailed to Florida, and 
had set out from there to make a journey across the country 
in search of gold. Three years they wandered, having fearful 



38 



AMERICAN HISTORY FOR GRAMMAR SCHOOLS 



battles with the Indians and seeing none of the treasure they 
had expected to find. De Soto's great work was the discovery 
The Missis- ^^ ^^^'^ Mississippi. He crossed the great river with 
sippi discov- his men, and turning north traveled along its bank 
ered by De foj- many miles. Still finding no gold, De Soto was 
o o in 1541 overcome with disappointment. He grew sick and 
died. His body was laid to rest in the waters of the river, and 
his men, building a few rough boats, sailed down the stream, 
finally reaching a Spanish colony in Mexico. 

Several exploring parties set out from Mexico in search of the 
treasure which ever shone before the Spaniards' eyes. Rumors 
of seven wonderful cities to the north across the desert fired 
their imaginations, and various attempts were made to find and 
plunder them, as Cortez and Pizarro had done in Mexico and 
Coronadoin Peru. The most important of these was led by 
the Southwest, Coronado, governor of a Mexican province. Gayly 
1540-1542 jjg gg^ Q^^^ with more than a thousand men, making 
a long march across the desert lands ; eagerly he listened to the 
tales of Indian guides, and at last the seven cities were in sight. 
But alas for Spanish greed ! — they were but Indian villages, the 
clay-built houses of the Zufii cliff dwellers. Great was the disap- 
pointment, but Coronado pressed on, lured })y other stories of 

splendor and wealth. For many 
weary months they marched, 
until they reached the broad 
prairie lands of Kansas or Ne- 
braska. They saw millions of 
buffaloes, but of gold and silver 
there was none. 

Until 1565, as we have al- 
ready said, no lasting settle- 
ment was made. Following 
vSt. Augustine, other settlements were made, but they were in 
most cases merely missions for the conversion of the Indians to 




The Spanish Gate, St. Augustine 



SPAIN'S ATTEMPTS AT COLONIZING NORTH AMERICA 39 

the Catholic faith. The most important of these was Santa F6, 
estabhshed in 1582. Of colonies, to which Spaniards came to 
make homes, there were none. 

In spite of many failures in her attempts at colonizing North 
America, Spain continued to claim it. In South America she 
became i)owerful. The power that she once had there is shown 
b}' the fact that, though Spain no longer owns any of the New 
World, the Spanisli language may be heard from Mexico to the 
southernmost point of South America. 

THINGS TO REMEMBER 

1. Spanish colonies were early plant(»d in the West Indies. Spanish 
adventurcM-s set out to explore the mainland, and wonderful stori(« were told 
of what they found. 

2. Mexico and Peru were conquered, and gold and silver found. Spain 
became rich from the treasure she obtained from them. 

3. Ponce de Leon found Florida; De Soto found the Mississippi; Coro- 
nado explored the desert and prairie lands of the Middle West. 

4. St. Augustine was founded in 1565; Santa Fe in 1582. 

THINGS TO READ 

1. "Discoverers and Explorers," Shaw, pp. 54-101. 

2. "The Spanish in the Southwest," Winterburn, pp. 43-222. 

3. "A Book of American Explorers," Higginson, pj). 121-140. (De Soto.) 

4. "Pioneers on Land and Sea," McMurry, pp. 186-226. (Cortcz, 
Ponce de Leon.) 

5. "Pioneers of the Rocky Mountains and the West," McMurry, pp. 
225-248. (Coronado.) 

6. "De Soto in the Land of Florida," King. 

7. "Pioneer Spaniards in North America," Johnson, pp. 129-192. 

8. "Pizarro," Towle. 

THINGS TO DO 

1. Find the exact meaning of expedition, imagination, plunder, lured. 

2. Look for Spanish names in the parts of the United States where the 
Spanish made early attempts at settlement. 

3. Find out all you can about St. Augustine. 



40 AIVIERICAN HISTORY FOR GRAMMAR SCHOOLS 

4. Try, with your teacher's help, to think out reasons why the Spaniards 
did not succeed in making permanent settlements in North America. Why 
did they succeed better in Mexico and South America? 

FOR YOUR NOTEBOOK 

1. Show De Soto's journey on a map. 

2. Make a hst of Spanish discoverers and explorers. Use the form 
given below. 



Date 



Explorer 



Regions Visited 



Settlements Made 



3. Write about St. Augustine. Tell when and by whom the city was 
f(iunded ; how old it is now ; what the city is like now ; traces of the 
Spaniards. 



VIII 
FRENCH EXPLORATIONS AND SETTLEMENTS 

Very soon after the voyages of Columbus we begin to hear of 
fishermen who came across the Atlantic to the great fishing' 
banks off Newfoundland. As early as 1504 we know that they 
came, and from this time on their numbers steadily increase. 
There were not many Spanish vessels among them; the Spaniards 
would rather sail to the south for gold than to the north for cod- 
fish. The French and the Portuguese did most of the fishing, 
and soon built up a profitable business. 

In 1524 a sailor named Verrazano explored, in a French ship, 
the coast of North America from North Carolina to New Eng- 
land, and ten years later Jacques Cartier began his verrazano, 
voyages up the St. Lawrence. He sailed up the 1524 
river, and, feeling sure that it was a strait to the Pacific, thought 
he had found a northwestern route to China. He turned back 
when winter approached, without finding his mistake. 

The next year he came again, and went farther up the river, 
past the cliff upon which the quaint old city of Quebec now 
stands. There were then only a few wigwams to be. cartier, 
seen on the great rock, and Cartier sailed on to find a 1534-1535 
village which the Indians told him was the greatest of their nation. 

He found it on an island, nestled at the foot of a lofty hill 
which he named Mont Real (Mount Royal) . To-day a beautiful 
city occupies the place of the Indian village of long ago. Now 
noisy steamers rush through the waters disturbed then only by 
the silent paddle of the Indian canoe. The forests where the 
hunter drew his bow are gone. Where the slender silver thread 
from the Indian campfire pushed its way upward through the 

41 




French Explorations 

Compare the small continent with that showing Spanish explorations on page 36. Notice 
how French and Spanish claims overlap. 



FRENCH EXPLORATIONS AKD SETTLEMENTS 43 

trees, the smoke of a great city now hangs. But it keeps the 
name the early voyager gave it — Montreal. 

A few years later an attempt was made to establish a colony 
on the St. Lawrence, but it was a failure. The ])eautiful river 
was deserted, and for many years no vessels sailed to Canada 
except those of the fishermen. War and confusion reigned in 
France. New religious beliefs were springing up, and the 
friends of the established Cliurch were fighting bitterly to crush 
them. 

The Protestants, as the believers in the new reUgion were 
called, were increasing in numl^ers in almost every country of 
Europe. They suffered much for their religion, for Huguenot 
in those days rulers thought it their right to settle attempts at 
the ])eliefs of their suljjects, and to cause all to colonization 
support the "estal)Hshed church." Some of the Huguenots, 
or French Protestants, tried to escape persecution by going 
away from France to make new homes in the New World. A 
colony was begun on the coast of Brazil in 1555, but it failed. 
A second attempt was made in 1562, at a place on the coast of 
South CaroHna, called by the French Port Royal. This, too, 
was a sad failure. Yet again, however, did the Huguenots 
make the trial in 1564. And this time was the last. For after 
the hardest days in the new settlement on the St. John's River 
in Florida had been lived through, there suddenlj^ appeared in 
the harbor a fleet of grim black ships flying the banner of Spain. 
Menendez, the cruel commander, had come to destroy the settle- 
ment, and every man, woman, and child in it met death at his 
hands. 

The fishermen went steadily on with their voyages to the 
north, however, and after a time a new industry grew up. Furs 
could easily be obtained from the Indians, who would exchange 
valuable skins for a knife or a few beads. Fur trading ])ecame 
an important business, and interest in New France grew once 
more. At last, under the leadership of Samuel dc Champlain, 



44 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 




who was one of the greatest men of his time, a colony was 
formed at Quebec, in 1608, which did not fail. And from this 

Founding of ^^^^® ^^^ ^^ ^^ ^^^® French who 
Quebec in explore most of the unknown 
1608 by land of North America. 

Champlain -r-. • ^ j-i mi 

Deep mto the wilderness 

they travel, up and down the great 
valleys, finding the Great Lakes, sailing 
down the IMississippi, and everywhere 
claiming what they find for France. 
Spain no longer owns all the New 
World. Face to face with her stands 
France, holding aloft the banner of the 
lilies, which is to wave over the valleys 
and the mountains, the broad plains 
and the blue waters of New France. 

The story of the French in Canada is the story of a few brave 
men, — of Champlain, La Salle, Marquette, and of their faithful 
followers ; of the black-robed priests, who toiled to convert the 
Indians, and to ex- 
plore the land. It 
is a story of wild 
adventure, and often 
of bitter disappoint- 
ment. 

Champlain hoped 
at first that he might 
find the passage to 
the western ocean 
which Cartier had 
tried to find. He 




Quebec in Early Days 



questioned the Indians eagerly, and they told him many stories of 
the "great water" to the west of the St. Lawrence. These stories, 
confused as they were, encouraged Champlain to explore the 



FRENCH EXPLORATIONS AND SETTLEMENTS 



45 



Finding 
the Great 
Lakes 



country. He first saw the lake that bears his name the year 
after Quebec was settled (1609). In 1615 Lake Huron was 
found. It was first seen by a priest, who was on 
his way to establish a mission among the Indians, 
and ten days later by Champlain himself. A few 
weeks after this Champlain first saw Lake Ontario. 

These great "fresh-water seas" filled the explorers with won- 
der. But the Indians still talked of more "great waters," and 
sometimes of the "Father of Waters." There must be more 
wonders beyond. 

The French adventurers were becoming used to the wild life 
now, and made many journeys through the great forests, making 
friends with the Indians, buying furs, and 
living lives as free, and sometimes xhe French 
almost as savage, as those of the as wood- 
red men themselves. In their rangers 
canoes they explored the rivers and the 
smaller lakes, and sometimes made great dis- 
coveries. In 1634 Lake Michigan was found 
l)y one of these woodrangers, in 1659 Lake 
Sup(^rior by two more, and ten years later 
Lake Erie by still another. The wonderful 
chain of Great Lakes was complete. 

And all through these years the priests 
had been as busy as the woodsmen. Many 
of them had gone into the forests to live among 
the Indians, and to show them a better way of 
life. "Blackgown," as the Indians sometimes 
called a priest, was usually welcome in the 
Indian village, and often the Indians would 
help him build a httle chapel of bark. 

Farther and farther into the forests went the priests, as they 
heard of new tribes to whom they might preach their rehgion. 
In their journeys they learned much about the country, and so 




Canadian Fur Trader 



46 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 



Joliet find 
the Missis- 
sippi, 1673 

talked of. 



helped along the work of exploration. One of the best kno^vn of 
these missionary priests is Father Marquette. His short life hero 
Marquette and ^^^ America was full of sorrow, yet full of courage and 
devotion. Together with Johet, the woodsman who 
had found Lake Erie, Marquette set out to find the 
great river — the " Father of Waters " that the Indians 
To these two, the trader and the missionary, belongs 
the honor of exploring the Mississippi. In 
their canoes they followed the great river 
for hundreds of miles, stopping finally near 
the mouth of the Arkansas, at almost the 
very place where De Soto had died, more 
than a hundred years before. Then they 
turned back to carry the news of their dis- 
coveries to Canada. This was in 1673. 

Only a few years before this Robert La 
Salle had come from France to Canada, 
determined to explore thoroughly the great 
waterways of New France. It 
was he who reached the mouth 
of the Mississippi, and who 
took possession of the whole 
river valley for France. He 
named it Louisiana in honor of King Louis. 
The adventures of La Salle make an excit- 
ing story. His plan was to build a line of forts all the way from 
Canada to his settlement in Louisiana. But misfortunes over- 
took him, and he did not live to see his plans carried out. 

It is in stories like that of La Salle that we may see the courage 
and perseverance of the men who made New France. By the 
year 1700 there were probably about ten thousand settlers in 
Canada and Louisiana. France had left Spain far behind in 
founding North American colonies; but while she was doing so, 
she herself had been left behind by the country whose colonies 




La Salle 
reaches the 
mouth of 
the Missis- 
sippi, 1683 



A French Missionary 



FRENCH EXPLORATIONS AND SETTLEMENTS 47 

\V{^ shall study next, — by Englaiul, who began iicr work of 
colonizing later than eitluT France or Spain, but whose colonies 
came at last to be the most important on the new continent. 

THINGS TO REMEMBER 

1. In 1524 Verrazano explor(;d the eastern coast of North America for 
France. 

2. In 1.534 and 153o Cartier explored the St. Lawrence. 

3. Trading in furs on the St. Lawrence led lo the founding of Quebec l)y 
Champhiin in 160S. 

4. Marquette and Joliet exj)lored (he IVIississippi as far as the mouth of 
the Arkansas in 1073. 

5. La Salle reached the mouth of the Mississippi, and took possession 
of the whole valley for France, in 1683. 

THINGS TO READ 

1. "Discovery of the Old Northwest," Baldwin. 

2. "Heroes of the Middle West," Catherwood. 

3. "The Story of Tonty," Catherwood. 

4. "Pioneers of the Mississippi Valley," McMurry, pp. 1-67. 

5. "A Book of American Explorers," Higginson, pp. 97-117, 143-166, 
260-278. 

6. "French Pathfinders in North America," Johnson. 

7. " Story of the Great Lakes," Channing and Lansing, pp. 1-84. 

THINGS TO DO 

1. Find the exact meaning of industry, wilderness, convert, perseverance. 

2. Questions for brief or written answers : — 

With what two rivers are the eai"Iy exphjrations of the French connected ? 
What lakes were discovered by Frenchmen ? When and by whom -was 
Quebec founded ? What two products of Canada led Frenchmen thither ? 
What kind of work did the French priests undertake in the new^ country ? 

3. Look for P^rench names which still survive on the map of North 
America. 

FOR YOUR NOTEBOOK 

1. Make a list of French explorers, using the form given you at the close 
of Chapter VHI. 

2. Make a map, showing in color the regions claimed by France in America. 

3. Write briefly the story of one of the French explorers: Cartier, 
Champlain, Joliet, Marquette, La Salle. 



IX 

ENGLAND'S FIRST ATTEMPTS AT COLONIZATION 

While Spain was finding gold mines in the mountains of South 
America, and sending home ships laden with treasure, which 
made her more than ever the richest of European nations, and 
while France was exploring and laying claim to the fertile valleys 
of the St. Lawrence and Mississippi, what was England doing? 

She had, to be sure, sent out Cabot and his son at the very 
beginning-, but they brought home little in return for the ex- 
pense of their two voyages; so no one followed where they led 
the way. The English showed very little interest in America 
for nearly a century. 

English sailors had entered early upon the slave trade started 
by the Portuguese, and under the leadership of Sir John Haw- 
Hawkins kins trade in slaves became a common and a profit- 
and Drake able business. In 1652 Captain Hawkins started 
upon a voyage to get a cargo of negroes from their African 
homes, and to carry them to the West Indies. He found the 
^Spanish planters very glad to buy the negroes for slaves, and 
he soon sailed home Avith his ships laden with the rich products 
of the islands. 

On a later voyage Hawkins met a Spanish fleet, whose cap- 
tains treacherously attacked him after they had agreed not to 
iire on his ships. Three of his vessels and many of his men 
were lost. You can guess how angTy the English were when 
the story was told at home. 

There had been, ever since Elizabeth became queen of Eng- 
land, a growing hatred between Englishmen and Spaniards. Ajid 
now, after this attack upon Hawkin's fleet, English sailors would 

48 



ENGLAND'S FIRST ATTEMPTS AT COLONIZATION 49 



seize a Spanish ship wherever they coukl find one. The EngHsh 
government decided to help the Dutch in Holland, who were try- 
ing to gain their independence from Spain. Many Spanish 
treasure ships were captured by Hawkins, Francis Drake, and 
other bold seamen. 

It was Drake wlio dt^vised the plan of sailing around Cape 
Horn into the Pacific to attack the rich Spanish colonies on the 
western coast of South America. He would dart suddenly into a 
quiet harbor, when the Spaniards had no idea that there was an 
Englishman within two or three thousand miles, seize the valuable 
cargoes of the ships preparing to sail, and be out again and off 
to sea before the Spaniards had time to recover from their sur- 
prise. Finally he sailed across the Pacific, around the Cape of 
Good Hope, and back to England. 

War was declared between Spain and England in 1585, and 
then the Spanish king determined to punish these daring men 
who were cutting off the supplies 
from his rich colonies over the 
ocean, and to show them that Spain 
was still mistress of the seas. So 
he set to work to get together a 
great fleet. 

Meanwhile an Englishman, Sir 
Humphrey Gilbert, had become in- 
terested in the idea of 
building up a new Eng- 



Gilbert and 
Raleigh 




Sir Walter Raleigh 



lish nation in America. 

Twice he sent out colonists, going 

with them himself the second time, 

but neithr^r attempt succeeded, and 

when the second band of colonists was returning to England, 

Gilbert lost his life in a storm at sea. 

His half-brother, Sir Walter Raleigh, who was a great favorite 
with the queen, obtained her permission to go on with his brother's 



50 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 

work. He thought that building a colony was too great a work 
for one person to attempt ; that it ought to be done by the 
government. There were many reasons why Raleigh thought a 
colony in America would be a good thing for England; and he 
asked a friend to write out some of these reasons in the hope of 
interesting Queen Ehzabeth and her courtiers in the land across 
the sea. 

Some of these reasons why an English colony in America was 
desirable were very good reasons indeed. England was growing 
to have a great many people, he said, and since it was so small 
an island, the time would come when not enough grain and other 
food could be raised there to supply them all. This was especially 
true since so many English farms had been made into pastures 
for sheep. If England had a colony in America, there would be 
plenty of room in that broad country to raise enough and to 
spare. 

It would be a good place to send the poor people who could 
not find work in England. In a new country there would be 
work for all who came. Then, too, think what a fine market 
such a colony would make for English goods. It would trade 
with England and thus help her to grow richer. It would also be 
a good stopping-place for the ships that were sailing to find a 
northwest passage to Asia. And it would be a great help in 
weakening the power of Spain. 

\ Queen Elizabeth quite agreed that all these things were true, 
but she was not at all inclined to spend the nation's money for 
such an enterprise, so Raleigh had to go on without her aid. He 
First settle- chose the part of the country we now call North 
ment at Carolina, and in 1585 he sent out a band of one hun- 

Roanoke (\x:e(\ persons, who made a settlement on Roanoke 

Island. At the end of a year they were suffering from lack of 
food, and when Sir Francis Drake, with a fleet of twenty-three 
vessels, appeared, they were glad enough to accept his offer to 
take them home. 



ENGLAND'S FIRST ATTEMPTS AT COLONIZATION 51 

The next year Raleigli tried it again, and the iskmd of Roa- 
noke was; once more occupied by busy settlers. But the second 
colony, like the first, came to nothing. 

Soon after Ral(Mgh made this second attempt, England was 
tiirown into great excitement by the news that King 
Philip's fleet, the "Invincible Armada," as the Span- colony" 
iards called it, was on its way from Spain. English- 
men everywhere were hastily summoned to give King Philip a 




Raleigh's Colonists on Roanoke Island 



rousing welcome. English ships and English sailors gathered in 
the Channel to await the foe, until there were about as many 
vessels as in King Philip's fleet. They were smaller, 
however, and had fewer guns, but were easier to Arj^ada 
manage than the Spanish ships. Then there were the 
*'f3ea kings." King Philip did not have men hke Drake and 



52 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 

Hawkins or any of the bold company that had ranged the seas 
and struck terror to the hearts of Spanish seamen. 

It was a great battle. When it was over, it seemed at first 
impossible to beUeve that Spain, the mistress of the seas, had 
been beaten. But it was true! Awa}^ up through the North 
Sea the Englishmen drove the Spanish ships, and many of them 




Meeting of English Ships with Spanish Armada 
From an old tapestry in the English House of Lords. 

were lost on the stormy voyage around Scotland and back to 
Spain. 

The year 1588 was a great one for England, for then she brok(i 
the power of her rival on the sea. In the next three years she 
followed up this victory by others. More than eight hundred 
Spanish ships were destroyed. Nothing could now keep the 
English from sailing when and where they pleased. 

But the little colony at Roanoke! When at last the sea was 
safe for English ships, they found no trace of the settlers at Roa- 
noke. Nothing has ever been known of them to this day. 



ENGLAND'S FIRST ATTEMPTS AT COLONIZATION 53 

THINGS TO REMEMBER 

1. The English became interested in America later than the other nations 
of Europe. 

2. In 1562 Sir John Hawkins began the slave trade by seizing negroes 
from their homes in Africa and selling them to the planters in the West Indies. 

3. The English and Spanish people hated each other. They seized each 
other's ships wherever they could find them. 

4. Francis Drake, Hawkins, and others seized many Spanish ships. 
Because of their daring deeds these men were sometimes known as the "sea 
kings." 

5. Sir JliiniphiTy (lilhcil died (wicc to found a colony in .Xnicrica, 
})ut failed. 

(5. Sir Walt<'r Raleigh tried twice also, and also failed. 
7. In l.'iHS English ships defeated the S])anish Armada. The power 
of Spain on the sea was broken forever. 

THINOS TO READ 

1. "Book of American Explorers," Higginson, pj). 177-200. 

2. " Drake and His Yeomen," Barnes. 

3. "Raleigh," Towle. 

4. "Raleigh and the Potato," in Wide Awake, Vol. 2S, p. 313. 

5. "American Hero Stories," Tappan, pp. 24-37. 

6. "Pioneers of the Rocky Mountains and the West," McMurry, pp. 
201-224. 

7. " Founders of Our ('ountry," Coe, pp. SO-110. 
S. " Vikings of the PaciHc," Laut, pp. 133-171. 

9. "Students' History of the United States," Chaiming, pp. 40-4(). 

THINGS TO DO 

1. Find the meaning oi fertile, profitable, invincible , Armada. 

2. Find Roanoke Island on a map in your geography. 

3. Find out all that you can about the two plants brought from America 
by Raleigh's colonists. Were they good things to discover? 

FOR YOUR NOTEBOOK 

1. Write a story about Drake. Imagine you were a Spaniard living in a 
Spanish colony on the west coast of South America. Describe Drake's 
raid upon the place where you lived. 

2. Ask your teacher to tell you the story of little Virgim'a Dare. Write 
the story in your notebook. 



X 



VIRGINIA 

Gilbert's failures and Raleigh's failures had accomplished at 
least one thing. People in England had become interested in 
America, and since Spain was no longer "mistress of the seas," 

several voyages were made to 
explore the coast, which the 
English had come to call "Vir- 
ginia." Times were changing, 
and the old days of searching 
for gold and treasure were 
almost over. The sixteenth 
century had been an age of 
discovery, an exploring age. 
Much had been found that 
was new and wonderful, and 
the countries of Europe had 
hastened to claim as much as 
they could of the New World. 
It had been shown, however, 
that the new continent had 
few gold mines, and no great 
cities with whose people the 
merchants of Europe could 
build up trade; and the people 
of Europe began to see that 
their new territory would be 
valuable only if they made it so by occupying the lands they 
claimed, and building up for themselves the trade they desired. 

54 




Charter of 1606 provided for Two Colonies 

The first might be made anywhere on coast 
between 34° and 41°; the second anywhere 
between 38" and 45°. The two colonies must 
not however be within 100 miles of e;ich 
other. 



VIRGINIA 



55 



The English were perhaps the last to see this, but with the begin- 
ning of the new century many of the business men of the country 
had come to see the value of making colonies, and so interest in Vir- 
ginia grew. Finally some of these business men asked permission 
of the king to send out colonists, and he granted them a charter, 
or a statement of the rights they might have in the new land. 

Two conipani(>s were at once formed, one to settle each of the 
two colonies for which the royal charter gave permission. The 
one interested in the southern colony was known as the London 
Company, because most of its members lived in London. The 
other was called the Plymouth Company. The Plymouth Com- 
pany tried to make a settlement on the Kennebec River in what 
is now the state of Maine, but it failed, and the company never 
accomplished much. 

The London Company sent out a fleet of three vessels, with 
about a hundred colonists, just before Christmas, 1606. The 
colonists carried with them The London 
a paper telling them many Company 
important things al)Out choosing a 
place for the settlement, and how to 
deal with the Indians. They had 
also in a sealed box the names of the 
members of the council appointed by 
the company from their own number 
to rule them. This box was not to be 
opened until they reached land. 

Among the colonists on one of the 
vessels was a man named John Smith, 
who afterward became 
such an important person 
in the colony that it will be well for us 
to take time to find out what sort of man he was. Many storied 
are told of his early life and his strange adventures. Just what 
part of these stories we are to believe it is hard to tell. 



John Smith 




Captain John Smith 



56 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 

We know that he had been a soldier, and that he fought in 
Holland against the Spaniards. After that it is said that he 
spent several years in fighting against the Turks, and doing many- 
strange and wonderful things. Once he was captured and held 
as a slave by the Turks, but he finally escaped, so the story goes 
and came home to England not long before the London Com- 
pany's ships were to start for Virginia. He was the sort of man 
to hke the adventurous life of a new settlement, so we find him on 
board ship, sailing toward the new land. 

It would be interesting to know what it was that led the men 
on the httle ships to leave their homes for a wild country so far 
away. Perhaps one was poor, another discontented, another 
longing for adventure. It was a chance to see the world, perhaps 
to make a fortune. Not many, I fear, had any thought of mak- 
ing homes in Virginia, where they should live always, and where 
their children should live after them. 

There were no women in the party, nor were there many men 
who were used to hard work. More than half of the number did 
Character of not even know how to chop down a tree. There 
colonists were men whose business it was to refine gold, but 

alas! they were to find no gold to work upon. There was even a 
man who could make perfumes; but farmers, who would know 
how to raise. food for the settlement, and strong laborers, who 
could fell trees and build houses, were entirely lacking. 

Even before they landed, quarrels broke out among the men. 
They accused Smith of trying to start a rebellion, and he was 
kept in irons during the rest of the voyage. After two months 
of sailing the fleet approached the land. A storm drove them 
to take refuge in what we now call Chesapeake Bay. They ex- 
plored it a Httle, and finding the mouth of a river, sailed up the 
stream, which they named James, in honor of the king. They 
determined to settle on the shore of this river. It was not a very 
good place for a settlement, being low and marshy. But it was 
a beautiful spot, and the colonists were well pleased with it. 



VIRGINIA 57 

They opened the box which contained the names of the coun- 
cil, read the names, and the members were sworn into office. 
Work on the fort was begun, and it was soon Jamestown 
finished. The settlement of Jamestown, or James settled, 1607 
Cittie, as it was often called, was really begun. The first success- 
ful EngHsh colony was thus planted in 1607. The first summer 
at Jamestown was a hard one. There was soon very little left 
of the food brought in the ships, and the corn the colonists had 
planted was not yet ready for harvesting. The low, marshy 
land upon which they had built was unhealthfu!, and most of the 
settlers were sick. Many died, so that by the end of September 
only half the company was left. Smith, who was placed in 
charge of the supplies, showed himself very skillful in getting 
corn from the Indians, and so, no doubt, kept the settlers from 
great suffering, and perhaps from starvation. 

At first the settlers found the Powhatans, their nearest In- 
dian neighbors, friendly, but there were other tribes not far 
away which gave them trouble. Even the Powhatans were not 
always to be trusted. Once during the winter wdien Smith was 
exploring the country, they attacked him, and after killing his 
two companions, prepared to kill him. He was tied to a tree 
to be burned, but it is said that he showed them his little 
pocket compass, which so delighted them that they let him go. 
Another time they were about to kill him, so an old story tells 
us, when the chief's daughter, Pocahontas, begged her father 
to let him go, and the old chief consented. 

The second summer was easier than the first. One hundred 
new settlers had come to join the company, and not so many 
died during the hot months. Smith was made president of the 
council, and things seemed to be going very well. In September 
another band of colonists arrived. 

But the London Company was getting impatient. Where was 
the gold that was to pay them for the expense of settling 
Vir^nia? \A^ere was the passage to the Pacific that they had 



58 



AMERICAN HISTORY FOR GRAMMAR SCHOOLS 



expected the colonists to find ? Where were the traces of Raleigh's 
lost colonists they had been told to look for? "What was Vir- 
ginia good for?" they asked. When Smith was told all this, he 
said, with more truth than politeness, that the London Company 
were fools ! 

Soon after this some one found a Imnk of bright yellow dirt, 
and the news spread rapidly. Gold was found at last ! All other 

work was dropped and every 
one set to work to jDrepare a 
cargo of gold to send home 
to England. But it was 
wasted labor. When the ship 
reached England, it was 
found that the "yellow 
stuff " was not gold at all, 
so that the company was 
more disgusted than ever. 

In 1609 word was brought 
to Virginia that the London 
Company had obtained a new 
charter. Hereafter there was 
to be no council in Virginia. 
A governor appointed by the 
council in London was to rule 
the colony. Lord Delaware 
had been appointed governor, 
and would soon start for Jamestown. Already a fleet of nine 
vessels was on the way, bringing many new colonists. 

These new arrivals proved harder to manage than the others 
had been. They were mostly idle adventurers, who had no 
intention of doing any hard work. Matters grew worse when 
Smith, who had been injured by an explosion of gunpowder, had 
to go home to England. The newcomers soon made trouble with 
the Indians, who began to murder settlers whenever they found 




London Company's Charter of 1609 



VIRGINIA 59 

a chance. When winter came, there was not enough shelter for 
all the men, and food became scarce. 

Then came a time when the last handful of corn was gone. 
The people tried to live upon roots and herbs; they ate their 
dogs ; they even devoured rats ; at last they became The starving 
cannibals, eating the bodies of their dead companions. ti™e 
In the time between October and May, the number dwindled 
from five hundred to sixty, and they were almost starved, — so 
weak that they could scarcely move about. 

Was this to be another failure ? It seemed so. Captain New- 
port came in May, after a long voyage, during which he had been 
wrecked on one of the Bermuda Islands. He brought food, but 
not enough to last long. It would be better to give up and take 
the miserable sufferers home to England. All the work, all the 
sorrow and suffering, had been for nothing. Virginia must be 
left once more to the red men. 

Sadly the little cabins were deserted, and the unhappy settlers 
taken on board the ships. The sails were set, and slowly the 
ships moved down the river, the colonists looking back for a long 
farewell to the land of their bitter disappointment. 

But the voyage was a short one after all, and when they landed 
once more, it was not in England, the home across the sea, but in 
the new home they had left three days before. For, as they 
sailed on their sorrowful way down the river, there came a wel- 
come sight — Lord Delaware's ships, pushing their way sturdily 
along, with Lord Delaware standing on the deck, thanking God 
that he had come in time to save Virginia. 

After this the colony prospered under the rule of Lord Dela- 
ware and the governors he appointed. Each settler was made to 
work for his own home instead of for the common welfare of the 
settlement. The raising of tobacco was begun, and was found 
to be profitable. Settlers moved fartluM- and farther away from 
the to^vn, so that they might have room for their great fields or 
plantations of tobacco. 



60 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 

To make the men of the colony more contented, and to help 
them in making homes, the company in England sent over two 
shiploads of young women, who were to be married to the settlers. 
Each man was to pay the company about a hundred pounds of 
tobacco for his wife. This seems a queer arrangement, but it 
proved to be a good one. FamiUes grew up on the lonely plan- 
tations, better houses were built, and at last Virginia began to be 
a country of real homes. 

In 1619 a Dutch ship, returning from a voyage to the West 
Indies, came to Jamestown, with twenty negroes, wlio were sold 
The beginning ^o the settlers as slaves. This was the beginning of 
of slavery, negTO slavery in our country. It was found that 
^^^9 these black men and women, who had hved in the 

hot parts of Africa, could bear the heat of the Virginia summer 
better than the white people, so they were eagerly sought for to 
work on the tobacco plantations. Slaveholding became a feature 
of plantation life, and the number of slaves rapidly increased. 




Westover, an Old Virginia Mansion 



V I IK UN T A 



61 



In the same year that shives were introduced tlie first lawmak- 
ing body of the Virginia people came together. This was" an as- 
sembly of men who came from every part of Virginia to Jamestown 
to make the laws for the colony. The plantations were by this 
time so widely scattered that it would have been impossible for 
all the men of the colony to meet at Jamestown. So the peoi)le 
of each neighborhood selected one or two of their The House of 
number to represent them in tlie House of Burgesses, Burgesses 
as the lawmaking body was called. This was the beginning of 




Wealthy Virginians of Later Colonial Days 



self-government in America. When, in 1624, the charter of the 
London Company was taken away by the king, and Virginia 
became a royal colony, the people were afraid that they would 
no longer be allowed to have their House of Burgesses, but the 
king did not interfere with it. 

Mrginia was on the road to prosperity. During the next cen- 
tury it became a large and thriving colony, peopled by rich planters 
who owned great plantations and many slaves, and who were 



62 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 

known everj^where for their loyalty to the Church of England 
and to the king. 

As wealth increases, life in Virginia becomes a pleasant thing, 
even though the wilderness and the Indians are close at hand. 
In his boat, manned by well-trained slaves, the planter, with the 
ladies of his household, may be swiftly rowed from his little 
wharf on some one of the hundreds of little creeks opening upon 
the James, to some neighboring plantation, only a few miles 
distant. A cordial welcome will await them, and we shall hear 
the gentle laughter of the ladies mingled with the tapping of 
their high-heeled shoes upon the oaken floors, while the heavier 
tread and the louder voices of the men may be heard as they 
wander about outside, smoking their pipes of Virginia tobacco, 
and talking of the crops or the latest news from Jamestown, or 
from "home," as they still call England. 

We need fear no longer that the colony in Virginia will not 
succeed. There are homes there, with peace and plenty reign- 
ing in them, and in the busy world of work about them. The 
hard days for Virginia are over. 



THINGS TO REMEMBER 

1. Some business men of England obtained permission from the king to 
found a colony in Virginia. 

2. A settlement was made in 1607. It was called Jamestown. 

3. The settlers were not well fitted for the work they had to do. 

4. Captain John Smith did a great deal for the colonists. Sometimes 
they would have starved but for him and the way he ruled them. 

5. At one time after Smith went home to England food became so scarce 
that the colonists were near starvation. This was known as the "Starving 
Time." The colonists gave up and had started for England when help came 
to them. They returned to Virginia. 

6. After this the colony grew strong and prosperous. 

7. Slavery was begun in 1619. 



VIRGINIA 63 



THINGS TO READ 

1. "Stories of tho Old Dominion," Cooke, pp. 2-64. 

2. "American Pioneers," Mowry, pp. 34-46. 

3. "Indians and Pioneers," Hazard and Dutton, pp. 138-161. 

4. "The Colonies," Smith and Dutton, pp. 11-40. 

5. "A Book of American Explorers," Higginson, pp. 231-265. 

6. "The Making of Virginia," Drake, pp. Sl-3.5. 

7. "Colonial Stories retold from St. Nicholat^," pp. 3-2(). 

S. "Colonial Children," Hart, pp. 63-64; 71-79; 98-104; 149-152; 165- 
170; 175-177. 

9. " Richard of Jamestown," James Otis. 



THINGS TO DO 

1. Find the exact meaning of charter, council^ to refine gold, marshy, 
compass, slavery, assembly, represent. 

FOR YOUR NOTEBOOK 

Virginia 

1. Virginia was first settled in the year The first settlement was at 
. Among the first colonists • was the man best adapted to govern- 
ing the colonists. The settlers were — — • fitted for life in the wilderness. 
It was many years before the colony became . The raising of be- 
came an important industry. slaves were brought to Virginia to 

work on the . The first shipload of slaves was brought in the year 

2. Imagine yourself to be one of the settlers of Jamestown. Write a 
letter to some friend in England, describing your new life. Tell about the 
country; compare it with England; tell about the town; about the way 
you have to .spend your time; about the hardships of your life; whether 
or not you arc contented in America. 



XI 

THE PILGRIMS AT PLYMOUTH 

Long before Virginia had reached the prosperous days of which 
we have been reading, there were other colonies estabhshed along 
the Atlantic shore of the new continent. The settlement of Vir- 
ginia was from the first a business enterprise. The next colony 
we are to study was estabhshed for very different reasons. To 
understand them we must know some things which had been 
going on in England for many years before 1620, when the settle- 
ment was made. 

We have already spoken of new religious beliefs, which had 
caused disagreement in various parts of Europe. In England the 
Protestants became powerful, and under Queen Elizabeth the 
services of the Church of England were conducted according to 
the Protestant ideas. All the Queen's subjects were ordered to 
attend these services. The Roman Catholics must give up their 
Church or be punished, said the Queen. 

But now it came about that many people in England were not 
much better satisfied with the Church of England than they 
had been with the Roman Catholic Church. The 
Church still had too many forms and ceremonies to 
please them. They wished to do away with these. This they 
said would "purify" the Church; so they were called Puritans. 
They were people that read the Bible a great deal, and tried to 
live as the Bible told them. They condemned many of the fash- 
ions and amusements of the time ; they dressed in sober colors, 
and instead of wearing immense wigs, which wore fashionable at 

64 



THE PILGRIMS AT PLYMOUTH 65 

that time, they wore their hair cut short. Because of this, their 
enemies called them Roundheads. 

After a time there grew up among the Puritans a class of people 
who decided that it was of no use to try to reform the Church of 
England, and that it would be better to form new churches of 
their o\vn, where they could worship God in what they believed 
to be the true way. These people were called Sepa- The Separat- 
ratists, because they wished to separate from the ists 
established church. Some of them tried to carry out their plan, 
and they formed a congregation in London. This was broken up 
by order of the queen, however, and many of its members sent 
to jail. But this did not keep the number of Separatists from 
increasing. 

When Queen Elizabeth died, and King James took her place in 
1603, both Puritans and Separatists were treated more harshly 
than ever. The members of one Separatist congregation suffered 
so much that they fled from England in 1609, and separatists 
settled in Holland. In the city of Leyden they re- settle in 
mained for eleven years, increasing from three hun- ^^^^^'^^ 
dred to a thousand in that time. They were called Pilgrims 
because they had journeyed from their homes for their rehgion. 

Before the eleventh year had come to an end, the Pilgrims 
had decided to set out once more in search of new homes. The 
Dutch people in Leyden had been very kind to them, but the 
Pilgrims did not like to think that as their children and grand- 
children grew up they would learn to speak Dutch instead of 
English, and marry Dutch husbands and wives, until after a time 
they would almost forget that they were English people. It 
would be better to go away somewhere by themselves, and build 
up a new nation, whc^e they could bring up their children to be 
real English men and women. 

. America seeined the very place for them, so they decided to 
settle there on the Delaware River. They obtained a grant of land 
from the London Company, and asked King James for a charter, 



66 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 

but he would not give them one. However, he said they should 
be let alone "as long as they behaved properly," 

In 1620, those of the Leyden congregation who had volunteered 
to go first and try the new plan sailed from Holland in a rather 
The voyage rickety old ship, the Speedwell; touching at South- 
of the May- ampton in England, they were joined by another 
jfoiver. 1620 gi^ip^ ^Yie Mayflower. This ship had on board a few 
friends who were to join the company in England. The Speedwell 




Embarkation of the Pilgrims 

proved to be unsafe for such a voyage, and they had to come 
back to port with her, and leave her behind. All but twenty of 
her passengers were crowded on board the Mayflower, making one 
hundred and two in all. Among these was Captain Miles Standish, 
who, although not a behever in their church, had become attached 
to the Pilgrims in Holland, and now went with them to build a 
new home in the forests of America. 

It was a long voyage, and a stormy one. The little ship was 



THE PTLORIMS AT PLYMOUTH 



67 



sadly tossed al)Out by tho groat waves, and when it finally reached 
North America, it was many miles north of the Delaware River, 
Turning the ship southward, they tried to go on, but a storm 
came, which forced them to take refuge in Cape Cod Bay, 

Being tired of the crowded vessel, it was proposed that they 
make a home here instead of wandering farther, and the plan was 
adopted. For five weeks they remained in the harbor, while 
exploring parties went to look for a good place in which to begin 
their httle town. At last 
the question was settled, 
and building began. 

The place chosen was one 
that had been called Plj'm- 

OUth, on a The settlement 
map made by at Plymouth 

Captain John Smith, and 
the Pilgrims kept the name. 
You may see there now the 
rock upon which some of 
the colonists are said to 
have landed. It is called 
Plymouth Rock, and is 
famous throughout the 
whole country. 

As the weather was very cold, the Pilgrims built but a single 
house at first, and in this the great family gathered, and waited 
for the spring. The Indians were not troublesome, though they 
were often seen prowling among the trees of the forest. One day 
in the spring the colonists were surprised by the sight of an In- 
dian warrior, who walked boldly into the little village, and in 
English welcomed the "palefaces" to his country. It was after- 
ward found that he had learned his few English words from 
some fishermen. 

The colonists treated him kindly. Not long after this he came 




Plymouth 
Routes indicate search for site. 



68 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 

again, bringing Massasoit, the chief of a neighboring tribe, with 
a group of his painted and feathered braves. Captain Standish, 
who was the mihtary leader of the Pilgrims, led the Indians with 
great honor into the village, where the governor came to meet 
them. Massasoit agreed that there should be peace between the 



■■■■■j^^ '^^nv' ''- 




^ %i 'M^'J ^ S 






\^-''^:^ ■ 


^^^Klf^l., ^^ 


if^ 



Landing of the Pilgrims 



redskins of his tribe and the palefaces. This agreement was 
faithfully kept for more than fifty years. 

But while the Indians did not trouble the settlement, there 
were other enemies, grimmer and more awful than they. Dis- 
ease and death went hand in hand among the settlers. By spring 
half the company were dead, and almost all the others sick. At 
one time there were but seven well enough to take care of the 
sufferers. 

But with the beautiful spring came renewed courage. Fields 
were planted with corn, houses were begun, a fort was built. 



THE PILGRIMS AT PLYMOUTH 



69 



Fish and gainc were brought in from tiie streams and woods. 
By autumn seven houses were finished, and others begun. The 




Captain Miles Standish and his Soldiers 



liarvesting of the corn showed a good crop. The people of the 
Httle colony felt that they had many things to be thankful for. 




Pilgrims going to Church 
From Bouphton's paintiny. 



70 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 

The governor appointed a day in November to be set apart as a 
Thanksgiving Day. 

This was but lately over when a shi}) was sighted in the har- 
bor. This praved to be the Fortune, bringing about fifty more 
of the Pilgrims to join the company. Families were reunited ; 
friends and neighbors who had been parted met once more. There 
were sad hours spent in talking of those who had been laid to 
rest in the little burying ground on the hill. For fear that the 
Indians might grow bold when they saw how many graves were 
there, wheat had been sown above the little mounds, and many 
a tear was shed as eyes were turned toward that field of waving 
grain. But with courage and trust in God, they again faced a 
cold winter. For two years the struggle was an anxious one. 
The little colony grew slowly, but still it did grow. Often dis- 
couraged, but never willing to give up, the brave men and women 
toiled and endured, until there was no longer any doubt that 
Plymouth would succeed. 

THINGS TO REMEMBER 

1. Many people of England wanted to "purify" the Church of England. 
These people were called Puritans. 

2. Among the Puritans some people wished to leave the church alto- 
gether and make a new church of their own. They were called Separatists. 

3. • A company of Separatists left England, and after living in Holland 
for eleven years, came to America. They are known as the Pilgrims. 

4. In spite of many hardships, their settlement at Plymouth, begun in 
1(520, grew and prospered. 

THINGS TO READ 

1. "Pilgrims and Puritans," Tiflfany, pp. 20-91. 

2. "Pilgrims in Their Three Homes," Griffis, pp. 81-96, 117-132, 150- 
100; also Chapters XVII, XX, XXI, XXII. 

3. "Stories of the Old Bay State," Brooks, pp. 9-81. 

4. "Colonial Massachusetts," Dawes, pp. 13-22. 
6. "American llcro Stories," Tappan, pp. 59-72, 



THE PILGRIMS AT PLYMOUTH 71 

6. "Standish of Standi.sh," Jane Austin. 

7. "Soldier Rigdule," Beuhih Marie Dix. 

8. "The Making of New I<:ngland," S. A. Drake, pp. G7-14S. 

9. "Colonial Children," Hart, pp. 25-30; 57-G3; 133-13G; 152-155. 

THINGS TO DO 

1. Find the exact meaning of prosperous, congregation, volunteered. 

2. Make a list of things we all have in our homes that the Pilgrims never 
heard of. 

3. Think of words you might use to describe the Pilgrims. Be able to 
show why you think the words you choose really describe them. If you 
say "the Pilgrims were brave," prove to the class that they were. 

FOR YOUR NOTEBOOK 

1. Obtain and mount in your notebook pictures relating to Plymouth 
and the Pilgrims. 

2. Plymouth. 

It was settled in . The people who made the settlement are called 

. They came to America to make new homes where they might 

. They were • in their rc>]igion. Their homes had been in . 

They were people, and in doing their duty. 

3. Write about "The Mayflower." Tell what the Mayflower was; 
about one voyage that she made; about the people who were on board of 
her; where they were going; what they intended to do there; about the 
end of the voyage; the landing; the new home; what kept the people 
from giving up when their life was hard. 



XII 



THE DUTCH COLONY OP NEW NETHERLAND 

In 1609, while the English at Jamestown and the French at 
Quebec were struggHng with the great questions of hfe in the 
wilderness, a new nation was entering the field of American colo- 
nization. This was Holland, and we must go back to Europe to 
know how and why the Dutch people first came to our shores. 

We know what kind 
of country Holland 
is now. It was the 
same then, with its 
low, marshy land, 
from which the ocean 
was kept out only by 
walls of earth and 
stone, with its canals 
and its windmills, its 
fine cattle, and its 
plentiful crops. 

We know from the 
story of the Pilgrims 
that no one in Hol- 
land was persecuted because of his religion; and we know that 
the Dutch people fought hard to win their independence from 
Spain. But perhaps we do not know that the Dutch were the 
Holland as a greatest traders of their time. The position of their 
trade center country, midway between the northern and the 
southern countries of Europe, made it a natural center of trade 
for these nations. Silks, spices, India shawls, — all the products 




Scene in Holland 

Notice the high-roofed houses, the canal, canal boata, and 

windmills. 



THE DUTCH COLONY OF NEW NETHERLAND 73 

of the East, — came to Holland, and were there exchanged for 
goods sent from the North. 

It was during their war with Spain that the Dutch began to go 
themselves to the East Indies. From the time when Portuguese 
ships were the first to sail around the Cape of Good Hope, trade 
with the East had always remained in Portuguese hands. Their 
ships brought the goods to Lisbon. There they were reloaded on 
Dutch ships and carried to Holland. But Portugal became a 
part of Spain, and the Dutch, who were at war with Spain, could 
no longer go to Lisbon to obtain goods. What next ? Why, to 
the Indies, of course. 

The very thing that cut off Dutch trade from Lisbon opened to 
Dutch trade the door to the rich islands of the East. The Portu- 
guese islands of Java, Sumatra, and the Molucca Islands, were 
Portuguese no longer. They belonged to Spain, and Holland need 
wait only until she was strong enough to attack them before 
making them her own. Nor had she long to wait. 

You remember that England was helping the Dutch in their 
struggle for independence, and you remember that with the 
glorious day in 1588 on which the "Invincible Armada" of Spain 
was defeated, Spain's power on the sea was broken forever. 

Scarcely had the smoke of battle cleared away before the busi- 
ness-like Dutchmen were laying their plans for conquering the 
East, and it was only a few years before their plans were carried 
out. By 1607 they were in possession of the islands that had 
been owned by the Portuguese. Tea and coffee were introduced 
into Europe, and Dutch merchants grew rich from their sale. 

"A short route to the Indies!" became the cry of Dutch navi- 
gators, as it had been the cry of Portuguese and Spaniards in 
Columbus's time. The Dutch East India Company, Hudson sent 
which had been formed by men interested in Eastern to find north- 
commerce, resolved to send out a ship to look for a ^^^t passage, 
northeast passage around the coast of Russia. Henry ^ °^ 
Hudson, an Englishman, was asked to take charge of this ship. 



74 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 



He set out in 1609 with but one small vessel, called the Half 
Moon. Although he first turned toward the North Cape, it was 
not long before he was sailing along the coast of Maine, then down 
to the Chesapeake, then back to New York Bay. After trading 

with the Indians, 
whom he found most 
friendly, he entered 
the mouth of the 
river that was after- 
ward named for 
him. He thought it 
might be a strait 
through to the ocean 
beyond. 

It is Hudson who 
has given us our first 
descriptions of this 

The Hudson beauti- 
River found, f ul ri ver ; 
1609 the Pali- 

sades, a high wall of 
rock along the west- 
ern shore, the Cats- 
kills farther up, the 
woodlands, the broad 
stream itself, have 
charmed many a 
visitor since the day 
of the Half Moon, 
but Hudson and his men were the first to tell us of them. 

Up the stream, almost as far as the place where Albany now 
stands, the good ship drifted with the tide, or sailed in the occa- 
sional puffs of wind from the mountainous shore. They stopped 
now and then to trade with the Indians, who, when friendly, 




The Half Moon in the Highlands 



THE DUTCH COLONY OF NEW NETHERLAND 



75 



would excluiiigo otter aiul beaver skins for trifles. At other times 
the sailors were kept busy making tlie guns of the old ship ring 
out in answer to twanging arrows from some hidden enemy on 
the shore. 

At last they turned back, and sailed down again to the mouth 
of the river, then out on the broad Atlantic, then back to Hol- 




The Palisades 



land. There the sailors told their story of purple mountains 
crowned with the glowing lights of the setting sun, of the great 
river which flowed down between the mountains to the sea, of a 
harbor shut in from the wild ocean on every side, and bordered 
by pleasant meadows and flowery fields. 

"All very good ! " said the business-like Dutchmen, "but what 
about the passage to India?" Alas! they had found none. 
Perhaps it was then that the sailors brought forth the furs they 



76 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 

had obtained from the Indians, to show that the voyage had 
not been all in vain. The East India Company was disappointed. 
Hudson had disobeyed orders. He had not found the northeast 
passage he had been sent to find. So they went on with their 
trade in the East, and paid no further attention to the beautiful 
river or the island at its mouth. 

It was the cargo of furs brought from America by Hudson's 
men that led to its settlement by the Dutch. There were mer- 
Fur trading chants in Holland who were interested in these furs, 
begun jf ii^Q Esisi India Company was not, and who sent 

out ships to "Hudson's River" to obtain more skins. By 1613 
there were four rude huts on Manhattan Island for the use 
of these traders, and during the next few years the fur trade 
grew rapidly. An old fort built by French explorers on the 
bank of the river where Albany now stands was repaired, and 
bargains were made with the Indians, muskets and ammunition 
being exchanged for skins. Still there was no permanent settle- 
ment. 

In 1621 it was decided to organize another trading company in 
Holland, to be called the Dutch West India Company, and in 
Manhattan ^^23, three years after the Pilgrims reached Plym- 
isiand settled, outh, a shipload of colonists sent out by this com- 
1623 pany landed at Manhattan. 

The party was divided : some were ' landed on the island ; 
some were carried up the river to the old fort; some went to 
the Connecticut, where Hartford now stands; others settled on 
the western end of Long Island, close to Manhattan; still an- 
other party set out for the Delaware River. The fur trade 
flourished, and the company's boats sailed all along the neighbor- 
ing shores, obtaining skins from the Indians. But the colony 
grew very slowly. The traders came and went, but not many 
homes were made in New Netherland, as the colony was called. 
The members of the West India Company shook their heads 
solemnly over the question of getting farmers to go to New 



THE DUTCH COLONY OF NEW NETHERLAND 



77 



Notlierlaiul. In 1G2U they tried a new plan. The company 
offered to give a great estate on the river to any one who would 
induce fifty grown people to go with him to the colony and live 
on the estate. The owners of these great estates were called 
"patroons," and had much power over the colonists they brought 
to the colony. These people were to till the patroon's land. 




H;. jjerniisnon Titl 



II -it Cn. 

New Amsterdam 



They were forbidden to move from one estate to another or from 
the country to the town at Manhattan for ten years. In this 
way it was hoped that the country might be made into farms. 

The government of the colony was not like that of Plymouth, 
where the colonists had their town meeting in which laws were 
made. Xor was it like that of Virginia, where the Government 
planters elected men to represent them in the House of New 
of Burgesses. There was no self-government in the ^^theriand 
Dutch colony at New Netherlands A governor appointed by the 



78 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 



West India Company in Holland had full control of the colony, 
although the patroons had many privileges. 

The town that grew up on the island of Manhattan was called 
New Amsterdam, in honor of the home city in Holland. It soon 
New Amster- grew to look like a Dutch town, with its houses of 
^^^ many-colored brick, with steep roofs and tiny win- 

dows. We hear no stories of suffering from hunger here. The 
soil was fertile, and great crops of grain were raised, as well as 

^ vegetables and fruit 



in abundance. The 
Dutchmen were fond 
of good things to eat, 
and the women were 
famous cooks. 

After a hearty 
meal, the families 
might l)e seen sitting 
on the "stoop," or 
front doorsteps, the 
goodman peacefully 
smoking his long 
Dutch pipe, while 
the v.omen gossiped 
together, and tlie 
children p 1 a >' e d 
about. Even the clothes of these settlers were of l)right colors, 
very different from the plain, sober garments of the Pilgrims in 
their Plymouth homes. 

Peaceful, happy lives were led in old New Amsterdam, but 
there was trouble brewing for the colony, nevertheless. The Eng- 
lish had always felt that the Dutch had no right to settle on the 
land claimed by England. And several times the Dutch had 
been reminded that they were on forbidden ground. In 1636 
the English who came to settle on the Connecticut drove the 




Family Life in New Netherland 
From an old woodcut. 



THE DUTCH COLONY OF NEW NETHERLAND 79 

Dutch away from their fort there. Then came EngHsh settle- 
ments on the eastern end of Long Island, and frequent quarrels 
between their people and the Dutch at Brooklyn. 

At last the English king xletermined to surprise the Dutch 
colony at New Amsterdam and take possession of it. A fleet was 
prepared, -and in 1664 it set out across the Atlantic. England seizes 
The eye of Holland was upon him, so King Charles New Neth- 
had a good deal to say about his unruly colonies in ^^land, 1664 
New England. He was sending out a fleet to inquire into mat- 
ters. And sure enough it was to Boston that the ships sailed. 
Old Peter Stuyvesant, who was then the governor of New Nether- 
land, began to breathe easily again. He sent away the warships 
he had been keeping in the harbor ever since he had heard of the 
English fleet upon the sea ; it was all right. The English ships 
were in Boston harbor. They had been there for a month. 

But what are those strange ships sailing so proudly up the 
bay? What flag is that which floats upon the breeze? Spy- 
glasses are leveled; the old governor stalks about on his wooden 
h'g, crying that the English shall never take the town. But the 
|)e()i)le know it is useless to fight, and they l)eg the old man to 
give uj) th(^ town without l)loodshed, since they must give it up 
at last. 

Finally he consents, sorrowfully saying, "Well, let it be so. 
I would rather be carried to my grave." The fleet, which has 
waited in the harbor, now sails up by the town. A white flag 
flutters above the fort. Dutch rule is over. Without the shed- 
ding of a drop of blood, New Amsterdam has perished. New 
York has taken its place. 

THINGS TO REMEMBER 

1. Dutch traders rarricd on iimch of the trade with the East Indies. 

2. In 1609 the Dutch East India Company sent Henry Hudson to look 
for a short route to the Indies. He was told to look for a northeast passage 
around the coast of Russia. 



80 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 

3. Hudson could find no northeast passage. He turned his ship to 
the west, reached the coast of America, and discovered the Hudson River. 
The East India Company was disappointed, and paid no attention to the 
river he had discovered. 

4. The Dutch West India Company was formed in 1621 by mcrcliants 
who wished to enter the fu: trade. They sent ships to "Hudson's River" 
to get furs. 

5. A settlement was made on Manhattan Island in 1623. It was called 
New Amsterdam. The colony grew slowly. It had no self-government. 
It Vv."! ; ruled by a governor appcinted by the company. 

; The English and the Dutch both claimed the land where the Dutch 
h!;,d settled. The English seized the town in 166 I. They changed its name 
to New York, 

THINGS TO READ 

1. "Book of American Explorers," Higginson, pp 2S1-307. 

2. "The Land of Pluck," Dodge. 

3. "Brave Little Holland," Griffis. 

4. "Indians and Pioneers," Hazard and Dutton, pp. 230-250, 

5. "The Colonies," Smith and Dutton, pp. 111-219. 

6. "American Hero Stories," Eva M. Tappan, pp. 73-83. 

7. " Peeps at Many Lands — Holland," Jungmann. 

8. "Peter of New Amsterdam," James Otis. 

THINGS TO DO 

1. Find the exact meaning oi colonization, persec uteri, products, introduced, 
elected, represent, permanent, estate. 

2. Study the picture of "The Half Moon in the Highlands." You will 
find much to interest you ; study also the old Dutch town shown in the 
picture of New Amsterdam. 

FOR YOUR NOTEBOOK 

1. Make a map showing the Dutch colonj' of New Netherland, the Hud- 
son River, Manhattan Island, New Amsterdam. 

2. Write about Henry Hudson: tell for whom he was sailing; what he 
was sent out to find ; where he was to look for it ; where he went ; what 
he saw; what the Dutch East India Company thought of his voyage. 

3. New Am,sterdam. 

Write all you can about the old city: how it looked; its people; liciw 
they lived; what bename of the Dutch city; what is there to-da3'. 



XIII 

MASSACHUSETTS BAY RHODE ISLAND — CONNECTICUT 



Soon after Plymoutli was I'ouiuletl, \vc hoar of little settlements 
(lotted along the coast of New England, made up mostly of 
fishermen. In 1028 the first settlement of the Massachusetts 
Bay colony was made. There were by this time many Puritans 
in England, and because of their religion, 
and their belief that the people of a 
country should help to rule it, they 
were not at all in favor with the king. 
Tlie Puritans began tO be afraid that 
tilt' time might come when England 
would no longer be a safe place for 
t hem to live, and they resolved to start a 
Puritan colony in America, xhe Massa- 
The Massachusetts Bay chusetts Bay 
Company was organized, a colony 
grant of land and a charter obtained 
from the king, and the first settlement 
made at Salem. In 1629 Salem, only 
a year old, was larger than Plymouth. 
In 1630 more than a thousand Puritans 

came to the colony, among them the governor, John Winthrop, 
and the members of the Massachusetts Bay Company themselves, 
with their precious charter. Boston, Charlestown, and neighbor- 
ing towns were settled. The colony became so large that it was 
found impossible for all the men to meet together to make the 
laws ; so the plan of electing men to represent each town was 
adopted. This assembly was somewhat like the Virginia House 
Q 81 




The Puritan 
Statue l)y J. (J. A. Ward. 



82 



AMERICAN HISTORY FOR GRAMMAR SCHOOLS 



of Burgesses. It was called the General Court of the Massachu- 
setts Bay Colony. 

The colony was almost from the first strong and sturdy, with 
good farms and busy traders. There were many churches, with 
ministers who preached the Puritan doctrines. There were also 
many educated men. In 163G a college was established. It be- 
came known as Harvard College, and is to-day famous every- 
where in America as the first college established in the country. 




Roger Williams's Church, Salem 



You will be surprised to learn that these Puritans, who had 
left England because they wished to think for themselves about 
Rhode Island religious matters, should not have been willing for 
founded by others to think as they chose, but they were not. 
Roger wii- Qne of their own ministers, Roger Williams, was 
lams ordered to leave the colony because he differed from 

the other ministers and the town officers in his opinions. The 
town officers even planned to send him to England, l)ut he left 
his home very hurriedly, l)efore the officers coming to arrest him 
reached it. After spending the winter with the Indians, with 



MASSACHUSETTS BAY 



83 



whom he was a favorite, hv set out with a few friends to niak(» a 
settlement outside tlie limits of the Massaehusetts colony. They 
decided upon a place on the shore of Narragansett Bay, and when 
the little settlement was begun, Williams named it Providence, 
because ( Jod had provided a home for him. 

Only a short time after this, another person was ordered to 
leave Massachusetts because of religious beliefs. This time it 




Ro{;er Williams among the Indians 



was a woman, Mrs. Anne Hutchinson. With a few followers she 
settled on an island not far from Providence. These two settle- 
ments were afterward united into the colony of Rhode Island. 

This is the story of the principal colonies of New England. 
But there were new towns springing ap all the time. New Hamp- 
shire had been first settled as early as 1623. In 1636 a company 
of people from Massachusetts walked through the v.-ilderness to 



84 



AMERICAN HISTORY FOR GRAMMAR SCHOOLS 



the Connecticut River, where they made new homes. By 1637, 
eight hundred ])eople were settled in the towns of Hartford, 

Wethersfield, and 

Windsor. New Eng- 
land was fast growing 
into importance. 

Slaves were brought 
into Massachusetts as 
early as 1636 by the 
ship Desiir, one of the 
vessels built for the 
slave trade at Marble- 
head, Massachusetts, 
and was not a private 
enterprise, but was 
conducted by the 
Plymouth Colony. 
The institution re- 
mained in full force in Massachusetts for a period of one hun- 
dred and fifty years. Previous to the introduction of African 
slaves, numbers of Indians had been captured and held as slaves. 

Rhode Island also had her slaving vessels, but sold the pick of 
her cargoes to the West Indies, only bringing the least desirable 
ones to be sold in Boston. 




Leading Towns in New Eng.and in the Seventeenth Century 



THINGS TO REMEMBER 

1. In 1630 many Puritans left England and settled the towns of Boston, 
Salem, Charlestown, and others near. 

2. This Puritan colony was called the Massachusetts Bay Colony. It 
grew very rapidly. 

3. The Puritans would not let Roger Williams live among them because 
of his religious beliefs. For the same reason they obliged Mrs. Anne Hutch- 
inson to leave the colony. 

4. In the spring of 1636, Williams, with a few friends, began a settle- 



MASSACVrrSETTS BAV 85 

iiu'iit oii tlio shore of \;u r;ii;aiisett Ba\'. Tlify callrd it I*ri)\id(>iicr". 
Ppnplo (>r any roliKio'i weic wi'Irotnc theiv. 

T). Mrs. Hutchinson and her followers settled not far from Providence. 
These two settlements were afterward joined into the ooionj^ of Rhode 
Island. 

(j. Puritans from Massaclinsetts settled Hartford and nei(;hl)orint^ towns 
in lt):{(). 

THIN OS TO RKAl) 

I. ■■ Indiun.s and Pioneers," Hazard and Dutton, pp. 194-229. 

*2. "The Colonies," Smith and Dutton, pp. 2r):i-;^27. 

."). " Colonial Massachusetts," Dawes, pj). 2;]-:)2. 

4. "Pilgrims and Puritans," TifTany, pp. 92-l.")2. 
.'->. " American Pioneers," Mowry, pp. 47-.")7. 

0. "Tlie Making of New Em-land." l)rak<>. pp. 104-141, 149-190,214- 
24:;. 

7. "A Book of American E.xplorers," Higginson, pp. 341-351. 

5. " Old Times in the Colonies," Coffin, pp. lo2-l76, 187-199. 
9. "'Colonial Life in New Hampshire," Fas.sett. 

10. "Colonial Children," Hart, pp. 136-142; l.")2-ir).i; 177-188; 192- 
19(>; 206-210. 

THINOS TO DO 

Discuss in class with your teacher the following question : " Why would 
ii be impossible to-day for the officers of any town to compel a person to 
leave the town l)ecause of his religious belief?" 

FOR YOUR NOTEBOOK 

1. Make a list of the JCngli.sh .settlements in America, u.sing form below: 



Enqlish Settlements 



By whom Made 



Le.\ding Men 



2. Make a map to accompany the above list. 

3. Write about the Massachu.setts Bay colony : tell by whom the colony 
was begun — when and where the first settlements were made ; the most 
important town of the colony, and anything of interest you know about it. 



XIV 

MARYLAND, DELAWARE, NEW JERSEY, PENNSYL- 
VANIA 

It was not long before there were new colonies established near 
Virginia, as there had been new ones begun in New England near 
Plymouth. In 1629, Lord Baltimore, one of the members of the 
London Company which had colonized Virginia, decided to estab- 
lish a colony of his own. He was a Roman Catholic, and wished to 
Settlement of ^^^'^^e his colony a refuge for men of his faith, since they 
Maryland, were as much disliked in England at this time as 

^ ^'*' Puritans and Separatists were. In 1629 he obtained 

from the king a grant of land, which he named Maryland in honor 
of the queen, Henrietta Maria. 

The first settlement was made at St. Mary's in 1634, and since 
people of all religions were welcomed, many settlers came, and 
the colony grew rapidly. Freedom in religious matters, such as 
Lord Baltimore offered, was rare enough in those days to attract 
many settlers. In their way of living the people of Maryland 
came to be much like the people of Virginia, living on large plan- 
tations, raising great quantities of tobacco, and keeping many 
slaves who were infinitely better off than they were in the colder 
climate, or in their native jungles. Their Southern owners chris- 
tianized them, civilized them, and taught them many useful arts, 
and, except in rare instances, they were treated with the utmost 
kindness and forbearance. 

The government of the colony was entirely in the hands of 
Lord Baltimore, and when he died, the power was to pass on to 
his son, just as it does in a kingdom when the king dies. Indeed, 
Maryland was much like a little kingdom, with Lord Baltimore 
as its ruler. He was given the right to coin money, to appoint 
judges, and to regulate all the affairs of the colony. 

86 



MARYLAND, DELAWARE, NEW JERSEY, PENNSYLVANLV 87 



•. It was not long hcfoiv otlu>r setllcnicuts were made along the 
coast. Delaware was settled in 1638 by tlu; Swedes. Their 
colony was soon conquered by th(^ Dutch, and became a part of 
X(>w N(»therland. In l()5.'i came the bc^ginning of the settlement 
of "the Carolinas," and in 1(563 a charter was obtained for these 
s(>ttlements. These came to have a sturdy population, made up 
of people of manj^ religions antl from many lands, — Huguenots, 
Scotch and Irish, Germans and Dutch. 

The next year, 1664, marks the beginning of New Jersey; and 
in 1(J81 Pennsjdvania was settled. This colony grew to be one 
of the most important of them all, so we must 
turn -our attention to England once more to 
find how the settlement came to be made. 

Of all the forms of reiigion that had sprung 
uj) during the seventeenth century, it is sais to 
say that the belief of the people called Quakers 
was hated the most. Their own name for 
themselves was "Friends," and they believed 
many things that shocked the people of that 
day. They thought that all meii were equal 
in the sight of God. They would not take off 
their hats even in the presence of the king, 
believing kings to l)e no better than other 
people. 

They believed that each man must answer 
to God for his sins, so they wished to do away 
with priests ami ministers. Any 
one could preach, they said, if the 
spirit of God moved him to do so. Because 
they read in the Bible, "Thou shalt not kill," they refused 
to fight in time of war. They were often arrested and sent 
to jail for teaching their beliefs. Still they went on teaching, 
because they thought it their duty tO ppread their Ukm 
;,everywhere. 



The Quakers. 




Typical Quaker 



AMERICAN HISTORY FOR GRAMMAR SCHOOLS 



Among the Quakers in England was a man named William 

Penn, who was devoted to the Quaker faith. His father had 

„,.,,. left him a great fortune, and he determined to use 

William 111., 

Penn's his wealth to found a colony in America, where 

colony. Quakers could come and lead quiet lives. It was 

easy for Penn to obtain a grant of land, as the king and the Duke 
of York, the king's brother, had been friends of Penn's father. Not 
only this, but the king owed Penn a large amount of money. A grant 
of land in payment of the debt would be easy for the king to 
give, and was just what Penn wanted. So William Penn was 
made proprietor of a large piece of land in America between the 

Delaware River and the Mary- 
land colony. His charter was 
somewhat like that of Lord 
Baltimore, though not quite 
so many powers were given to 
him. He wished to call his 
colony "Sylvania," which 
means woodland, but the king 
insisted on using Penn's name 
too, in honor of his father, so 
the colony was called Pennsyl- 
vania, as the state is to-day. 

The first settlement was 
made in 1681, many years, 
you see, after the settlement 
of the other colonies we have 
studied. But it did not take 
long for Pennsylvania to grow. 
Before many years had passed it stood third among the colonies 
in the number of its people, only Massachusetts and Virginia 
being larger. 

The freedom in religious matters in Penn's colony, as well as 
bis plan of selling small farms to colonists at a low price, helped 




Wiiliam Penn 



MARYLAND, DELAWARE, NEW JERSEY, PENNSYLVANLV 89 



to draw people there. Many came from Germany. Many came 

also from Scotland and Ireland. In 1683 the city of Philadelphia 

was laid out, and it has been said 

that the streets were straighter and 

the land more level than in any city 

the New World had yet seen. Trees 

Avere planted along the streets, and 

before the end of the 3'ear there were 

three hundred dwellings in the new 

cit}'. Penn was Aery wise in dealing 

with the Indians. He made a treaty 

with them that wa.s not broken for 

more than sixty years. 

In 1732, fifty-one years after the 
founding of Pennsylvania, the thir- 
Georgia set- teenth colony on the Atlantic coast was chartered, 
tied in 1733. i^ ^^.^^^ named Georgia in honor of George II, who 
was then king of England. General James Oglethorpe, an English 




General Oglethorpe 




Savannah in the Eighteer'.h Cer.tury 



90 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 

soldier, was at the head of the movement. He phmned the colony 
as a new home for poor people, where they might lead happier 
lives than they could in England. The settlement was also in- 
tended to serve as a military outpost, whose people would keep 
back the Indians and the Spanish settlers of Florida, who had 
been troubling the colonists of South Carolina. 

The first settlement of Georgia was on the Savannah River, 
and the name of the river was given to the town. At first Ogle- 
thorpe would not let the colonists have any slaves, nor would he 
allow any alcoholic hquors in the settlement. The people of the 
colony did not like either of these laws, and after a while they 
succeeded in having their own way about the matter. After 
this the people were more contented, and the colony flourished. 

When it was twenty years old, the proprietors — that is, Ogle- 
thorpe and his friends — ■ gave up to the king their right of govern- 
ing the colony. It thus became a royal province. 

THINGS TO REMEMBER 

1. Lord Baltimore, an English Catholic, obtained a grant of land just 
north of Virginia, on which in 1634 the first settlement of the colonj^ <»f 
Maryland was made. 

12. In Maryland people of all religions were welcome. 

:i. Delaware, North and South Carolina, and New Jersey were settled 
within a few years. 

4. William Penn. one of a religious sect called Quakers, founded a colony 
in America. It was. called Pennsylvania, and was on the Delaware River. 

5. Pennsylvania was settled in 1681. Philadelphia was founded two 
years later. The colony grew very fast. 

6. Georgia was settled about fifty years after Pennsylvania was founded. 

THINGS TO READ 

1. " Indians and Pioneers," Hazard and Dutton, pp. 252-262. 

2. " The Colonies," Smith and Dutton, pp. 2,33-262. 

3.. " The Making of Virginia," Drake, pp. 63-85, 169-216, 

4. "Stories of Pennsylvania," Walton q,iic} Qrurnbaugh, 

5. "Stories of New Jersey," Stockton, 



MARYLAND, DELAWARE, NKW JERSEY, PENNSYLVANIA 01 

(). "Stories of deorgia," Harris. 

7. "Palmetto Stories," Means, pp. 1-1U3. 

8. "History of the TTnited States," Elsoii, pp. 75-97; 140-159. 

THIXC^S TO DO 

1. Find the e.xact lueaiiinn of rejulute, proprietor, (ilcokollc. 

2. Write the names of the "'thirteen original colonies." Learn tlic list. 
Tell how each of the thirteen obtained its name. 

li. For your notebook. 

(1) Add to your list of the English .settlements in America. 

(2) Make a map to accompany the above list. 

FOR YOUR NOTEBOOK 

1. Copy the followinu; dates, writins:; after each the event which makes 
I lie date important : 11)00, 1453, 1492, 151:1, ](i07, KIDS, 1620, MV2A, HiSl, 
1 732. 

2. Copj' the following names, writin^' after (>ach some fact which makes 
the p(M'son famous: Leif Ericsson, Henry the Navij;ator, Christopher 
Columbus, Americus Vespucius, Ferdinand Magellan, Balboa, Hernando 
De Soto, .Jacques Cartier, Samuel de Champlain, .John Smith, William 
Hradfoni, John Winthrop, Peter Stuyvesant, Lord Baltimore, Williani 
I'eim, Roger Williams, James Oglethorpe. 



XV 

INDIAN TROUBLES IN NEW ENGL/ND 

r 

"Were the Indians always friendly?" you ask. , 'And are the 
stories we have heard about them and their attacks upon the 
colonists not true at all?" 

No, the Indians were not always friendly, and they did many 
dreadful deeds. Most of the Indians among ,vhom the colonists 
, , , made their homes belonged to one of two great fami- 

Indian tribes , . i • i i t • rr^i 

lies — the Algonqums and the Iroquois. The map 

will show you where they lived, and the most important of the 

tribes belonging to each family. The Iroquois, made up of six 

allied tribes, were known as the "Six Nations." They had large 

villages and cornfields. They were skillful in the hunt and 

powerful in war. We are told that they were the terror of their 

Algonquin neighbors. The Algonquins were less fierce than the 

Iroquois, but, like them, were cruel and often treacherous. In 

New England the colonists were not disturbed for a long time, but 

the trouble came at last. 

The Pequots, a very fierce and powerful tribe, lived in the 

eastern part of Connecticut. They made many of the neigh- 

„. _ boring tribes pay tribute to them, and were hated 

The Pequots , ° , , ,, i i t i- <> tvt t-< i i 

and feared by all the other Indians oi ^i^w England. 

Several white men had been murdered by these Indians, when 

the governor of Massachusetts decided that it was time to put 

an end to such things. He sent three vessels around the coast 

to Connecticut to punish the offenders. The Pequots were 

ordered to give up the murderers, but they refused. The English 

killed about twenty of them, and set fire to their homes. 

We know enough of Indians to know how they would be likely 

92 



IMDIAM TkOlBLHS IN NK\V KNdLAXD 



93 



to lU'i after tliis. TIic people of the little towns which had lately 
been Hettled on the Connect ieut spent their first winter in a state 
of constant alarni. Men were killed on tlieir way to work. One 
man was captured and burned alive. The Indians grew bolder 
every day. Tlie P(^quots tritxl to induce the Narragansetts to 




Indians setting Fire to a House at Brookfield 
From an old print. 



join them, l)ut Roger Williams persuaded them to help the Eng- 
lish instead. 

There was to be war, and the poor little tow^ns on the Con- 
necticut, being nearest to the Indians, seemed likely to get the 
worst of it. They appealed to Massachusetts and Plymouth for 
aid, and a small force of men started out to attack the Pequots. 

On a moonlight night in May, 1637, the English landed near 
the Pequot stronghold, and so well did they do their work, that 
in less than an hour only five Indians were left alive of the several 
hundred in the fort. The Pequot tribe was gone, crushed out in 



94 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 



a single night. It was an awful act, but it was necessary to 
make the Connecticut Valley a safe place for the settlers there. 
This victory made the Indians fear the English, so that it was 
thirty-eight years before they dared attack them again. 



-^i> 




X. ' 



Pequot Fort 



Then, in 1675, began what is known as King Philip's War. 
Philip was the son of Massasoit, and since the death of his father. 
King Philip's he had become chief of the tribe. He is said to have 
War suspected the white men of poisoning his brother. 

Because of this, he plotted for years to have revenge. Thirteen 
years passed after Philip l^ecame chief before he was ready to 
carry out his plans. Just what these plans were we shall 
probably never know, nor just how many Indians Philip had 
interested in them. The Indians everywhere were getting 



INDIAN TROUBLES IN NEW ENGLAND 



95 



tired ol" tlic white men, who were every clay coming to hold more 
and more of the land that had once belonged to the Indians alone. 
They did not like the way in which the white people watched them, 
nor did they like being sent for to come to the towns whenever 
they were suspected of any wrong. Most of the tribes were glad 
enough to join Philip in his plan to get rid of the whites. 

At last the awful struggle began, at the little village of 8wan- 
zey, in Massachusetts, not far from Philip's home. The people 
were murdered, and their houses burned by the savages. This 




New England Blockhouse 



was the first of a long list of such deeds. In the Connecticut 
\'alley town after town was destroyed, and men, women, and 
children were murdered or carried off as captives. It began to 
look as if New England would be a wilderness again before this 
awful war was over. 

The Narragansetts, who had at first been friendly to the Kng- 
lish, were no longer so. They sheltered Philip's wounded war- 
riors, and seemed to be waiting only for the spring to make war 
for themselves. A thousand white men were gathered to attack 
them, and there was another dreadful scene like that at the 
Pequot fort. The Narragansetts were thus subdued ; the rest 
gi the Indians were more wary, ancj kept out of the way of their 



96 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 

English pursuers. But their murderous work went on. Still, a 
little at a time, the English gained, and at last Philip was cap- 
tured and killed. This did not end the war at once, but by 
1678 it was all over, and peace reigned once more in New England. 

It had been a terrible time to pass through. Twelve towns 
had been entirely destroyed, and more than forty had been at- 
tacked. A great war debt was to be pair', but New England 
was free from Indian attacks. The dai^er from the fierce red 
man was gone forever. 

We must not at once without thought condemn the Indians 
for these attacks on the white men. Was the fault all theirs ? 
For thousands of years the red man had wandered in the forests, 
free as the birds in the trees overhead, or the wolves prowling 
through the crackling underbrush. Was it not all his, this beau- 
tiful land of green woods and golden sunlight, with rustling, leafy 
roof and babbling brook and silent river ? Were not the meadows 
and the green hillsides his home, the forests his hunting ground, 
the streams his, and the mountains, and the lakes ? Why should 
he be driven back year by year, giving up all these to the strange 
white men from over seas ? 

At first it was only along the shore of the Great Water, and 
the Indian accepted his new neighbors and did them no harm. 
But the white men were never satisfied. Year by year, almost 
day by day, they moved farther into the forests, frightening 
away the red man's deer, cutting down the red man's trees, and 
building their ugly wooden houses where the Indian for centuries 
had pitched his tent of skins. Why should not the red ni^n 
fight to preserve his home and his ancient freedom ? 

Shall we, then, after thinking of these things, say that the 
fault wa^ with the white men, after all ? Not yet ; we must look 
at their side too. Here was a great country, how great no one 
at that time knew. Here were fertile valleys, wooded hillsides, 
rivers, harbors, — and all unoccupied save for a few wandering 
tribes of red men. Should these savages be allowed to stand in 



INDIAN TROUBLES IN NEW ENGLAND 97 

the way of the march of progress, of civilization ? What could 
the Indian do to develop the resources of a great country ? Must 
he not step aside, then, and leave the work to those who were 
better fitted for it ? These are questions that have puzzled older 
heads than yours, and whatever we may think about them, we 
cannot decide how they should be answered. And whether we 
believe that the Indians or the white men had the right of the 
question, we must all see that the struggle between them had to 
come ; and coming, it could end only as it did — in the final vic- 
tory of the whites. 

THINGS TO REMEMBER 

1. The people of these early colonies .sometimes had great trouble with 
the Indians. 

2. The Pequot Indians inoiestod the whites, and in 16.37 the white men 
attacked a Pequot fort, and killed almost the whole tribe. 

3. In 1675 occurred King Philip's War. The colonists finally conquered, 
and the Indians made no more serious trouble in New England. 

THINGS TO READ 

1. "Colonial Massachusetts," Dawes, pp. 80-87. 

2. "The Colonies," Smith and Dutton, pp. 328-343. 

3. "Four American Indians," Whitney and Perry, pp. 9-50. 

4. "Stones of the Old Bay State/' Brooks, pp. 82-91." 

5. " The Young Puritans of Old lladley," and "The Young Puritans in 
King Philip's War," Smith. 

6 " How Our Grandfathers Lived," Hart, pp. 173-215. 

THINGS TO DO 

1. F'ind the exact meaning of preserr", a vcicni, fertile, progress, civiliza- 
tion, develop, resources. 

2. Find out whether there were CA-er any Indians near where you live. 
If there is a museum in your town, look for Indian arrowheads and other 
weapons. 

FOR YOUR NOTEBOOK 

Write the story of an Indian attack on some New England village. Your 
reading will give you the material for your story. Make the story as real 
as you can. 
H 



PART 11 
THE BIRTH OF THE NATION 



99 



PATiT 11 

THE BIKTH OF THE XATIOX 

1(189-1789 

FEBIODS 

I. The Conditions in America nkak the End <>f the Seventeenth 

Centitkv, 

II. The Struggle between England and Fkance in the New Woklu, 

1689-176;3. 

III. The Struggle for Independence, 17ni-178;^. 

IV. The Critical Period of American History, 1788-1789. 



133 



PART II 

THE 13IRT1I OF THE NATION 
I 

FOREWORD 

Taa'O centuries liad now passed since Columbus caught his first 
ghmpse of the New World. It was no longer a world unknown 
to the people of Europe; no longer a world inhabited only by 
roving trilies of red men. The whole eastern slope of North 
America, from the St. Lawrence to Florida, was occupied by the 
white men who had come from Europe. We might have heard 
Spanish in Florida, French on the shores of the St. Lawrence 
and the mighty Mississippi. We might have heard Dutch and 
German and Swedish in the settlements along the Atlantic shore. 
But it was England that owned that shore. It was a good thing 
for England when she obtained New York from the Dutch. 
There, in the middle of that eastern shore, New York made a 
link in the chain of England's possessions, where New Amsterdam 
would have served only to cut that chain in two. 

We must remember that, in spite of two centuries of colony 
making, a large part of the New World was still unsettled and 
even unknown. Few if any of the English settlers had passed 
beyond the natural wall formed by the Allegheny Mountains. 
The English territory was but a narrow strip of land along the 
Atlantic coast. The French, as we have already learned, were 
few in numl)er compared with the English, and though they 
claimed most of the interior of the continent, had made few settle- 
ments except on the St. Lawrence. The Spanish, led by the 
iiope of finding gold and treasure, had failed again and again, 
and had only St. Augustine and Santa F^ to show for all their 
labor in North America. 

101 



102 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 





"^93 ,i3 







Resource Map 



THE BIRTH OF THE NATION 



103 







Corn 



A struggle for the continent was at hand, and in this struggle 
the English and the French were to be the chief actors. It is 
in them, therefore, and the part of the continent they had settled, 
tliat we are at present most interested. 

We know, or we think we know, our country so well — we are 
so accustomed to thinking of its wonderful resources, its wealth, 
and its suitability for many j^^t^^ai re- 
and varied industries — that sources of 
it is a little hard for us to see North 
it with the eyes of the early ^^^^^^ 
settlers. Much of the continent, as we 
have already said, was unknown to them ; 
l)ut they had seen enough to realize that 
here Avere opportunities for enterprising men to find wealth in the 
wilderness. 

First of all, in size' — as the size of North America began to 
be realized vaguely l)y the people — it was truly a great land. 
Here was territory in which France, or Germany, or any coun- 
try of Europe might be almost lost. And because 
of its size, here were climates to suit the tastes of 
the most diverse of people : Canada, cold and 
snowy, yet abounding in wealth for the hardy 
fortune seeker ; Georgia and Florida, sunny, 
almost tropical, and presenting attractions to 
those who loved an easier life; between, all the 
varjdng degrees of heat and cold found in a 
temperate clime. 

And again, as the climate varied, there varied 
too the products of this wonderful New World. There were furs 
in Canada, cotton in the South, tobacco and Indian corn in the 
middle portion, with great forests of valuable timber almost every- 
where. Nor were these all. There were great tracts of rich land, 
— fertile river valleys, — where the crops of Europe might be 
taught to flourish; mile after mile of grassy prairie, where the 




Rice 



104 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 

cattle of the Old World might be brought to roam; mountains 
with the wealth of mines concealed beneath their rugged sides. 
And still these were not all. There were thousands of little 
streams which could be harnessed to the mill wheel ; there were 
quarries of granite, slate, and marble, as yet untouched by 




Forest showing Trees Valuable for Timber 



human hands ; there were millions of fish swarming in the rivers 
and the sea. 

There were all these, and more, that the colonists had never 
seen nor even imagined. To-day we know something of the pos- 
sibilities of our land, and it may be that even we have more to 
learn. That it was a good land, and that it might become the 
seat of a grsat nation, could be seen even two hundred years ago. 



THE BIRTH OF THE NATION 105 



THINGS TO REMEMBER 

1. Franco and England alono of European nations gained a real foothold 
in America. A struggle for possession of the continent was sure to come 
between them. 

2. The continent covered a great stretch of territory, and possessed varied 
and valuable productions. 

THINGS TO READ 

1. CoiiNult your getjgraphy for information as to the physical features 
of North America. Read what is said of the climate and productions under 
each group of states, and under Canada. 

THINGS TO DO 

1. Make a list of the natural products of the country known and used 
fo-day. 

2. Look up pictures illustrating the industries of the country at the 
present time, 'i'hese may be mounted to form a very interesting class 
collection. 

FOR YOUR NOTEBOOK 

1. Copy the production map. 

2. Make a diagram showing the comparative size of North America 
and Europe; of Canada (present territory) and P' ranee; of the United 
States and England ; of Mexico and Spain. 



CONDITIONS IN EUROPE AND AMERICA 

II 

ENGLISH COLONIES AND COLONISTS 

By the end of the second century after the New World was 
discovered, all of the "thirteen original colonies" except Georgia 
End of second had been settled. Virginia, the oldest of them, was 
century after not far from her hundredth birthday ; and Massa- 
discovery chusetts, New York, New Hampshire, Connecticut, 

and Rhode Island were not many years behind. Pennsylvania, 
although the youngest of the twelve, had grown so rapidly as to 
be larger than many of the older colonies. 

There were about two hundred thousand people in the English 
settlements. Year by year the settlers were pushing westward, 
until the mountain wall was almost reached. The years had 
been years of progress in all the colonies. In spite of differing 
ideas and beliefs, the colonists were becoming more like one an- 
other, and more unlike the people of the countries from which 
they had come. Their life in America, making new homes, and 
fighting the dangers of the wilderness, did much to make the 
settlers self-reliant; and this self-reliance served to increase the 
spirit of independence in political affairs for which Englishmen at 
home and abroad have ever been noted. 

There were three kinds of government in the colonies. Massa- 
chusetts, Rhode Island, and Connecticut had charters. Vir- 
Kinds of gov- gi^ia, once a chartered colony also, since 1624 had 
ernmentinthe been a royal province. Maryland, Delaware, and 
colonies Pennsylvania were still under the rule of proprietors, 

the heirs of those to whom the land had been originally granted. 

106 



ENGLISH COLONIES AND COLONISTS 



107 



The rest of the twelve, though they had been at first pro- 
prietary, had become, hke Virginia, royal provinces. This means 
that their governors were appointed by th(^ king. In the char- 
tered colonies the governors wore usually elected by the people. 
In the proprietary colonies 
they were appointed by 
the proprietors. 

In each of the colonies 
there was an "assembly" 
of the people, which miidv 
laws and managed the 
monc}'' affairs of the colony. 
There were many struggles 
between the assemblies 
and the royal governors. 
If the governor opposed 
the will of tiie people, he 
was sometimes brought 
to terms by refusing him 
necessary grants of money, 
or perhaps even his salary. 

Some of these quarrels 
were long and bitter. 
Such was that between 
Governor Berkeley of 
Virginia and the peo[)l(^ 
of the colony. The gov- 
ernor's rule was harsli, 
but a House of Burgesses 
friendly to him made him 
quite secure in his position, and for many years the people could 
only suffer. At last, however, in 167o, many of the Bacon's 
people, under the leadership of Nathaniel Bacon, rose rebellion 
against the governor, and what is known as "Bacon's Rebellion" 




demanding from Berkeley Permission to fight 
against the Indians 
From a painting by Keiley. 



108 AMKRTC'AN PflSTORY FOR GRAMMAR SCHOOLK 



followed. There were exciting times in Virginia during the few 
months that the uprising lasted, but Bacon died, and the governor 
and his friends triumphed. But though the attempt had been 
a faikire, the spirit of resistance to oppression was born in the 
hearts of the men of Virginia. 

Another royal governor who came into conflict with the people 
under his rule was Sir Edmund Andros, sent b} King James II 
to become governor of Massachusetts, 
Plymouth, New Hampshire, and Maine. 
Later Rhode Island and Connecticut, 
New York and New Jersey, were put 
under his care also. Andros made his 
headquarters in Boston, and sent Francis 
Nicholson to rule for him in New York. 
There was soon trouble for l)oth Nichol- 
Rebeiiion *^t)n and Andros. They ear- 
under ried out most faithfully the 
Leisler king's orders to disregard the 
people's assemblies, and the peojjle hated 
them accordingly. In New York a 
German named Leisler placed himself at 
the head of the militia, and forced Nichol- 
son to leave the town. Leisler then made 
himself governor. For two years he remained in power, but 
when a governor appointed by the new king arrived, Leisler was 
seized and hanged for treason. Meanwhile Andros himself had 
been seized by the people of Boston, and after being imprisoned 
for some time, had been sent to England. Thus we see the spirit 
of resistance to oppression again asserting itself in the English 
colonies. It is a spirit of which we shall see more hereafter. 

There were other traits in these early Americans which were 
as strong, and which affected their later history as much, as their 
love of self-government. They wTre a sturdy people, slow to 
change their ways of life; content to reach the goal of their am- 




Sir Edmund Andros 



ENGLISH COLONIES AND COLONISTS 



109 



bitions step by step ; extending their territory only as it became 
necessary to make room for the settlers ; not dreaming of a 
great empire, but intent upon making homes. 

These homes — nestled among the rugged hills of New England, 
along the shores of the Hudson and the Delaware, or surrounded 




A Colonial Farmhouse 



by the widespread tobacco fields of the South — these explain to 
us the wonderful vitality of the English settlements. Life in the 
The old homesteads of New England became centers English 
of life, centers of industry, centers of training. The Coio'"®^ 
children, and the children's children settling near, made large and 
t hriving communities of the little towns. The green vallej^s became 
fields of waving corn. The wooded hillsides rang with the sound of 
the woodman's ax. The waters of the harbors reflected the masts 
of gallant ships, built in America and manned by American seamen. 
In the South each plantation was a little world by itself. Per- 
haps there, even more than in New England, all life and activity 
was centered about the home. As the years went on, the planta- 



110 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 



tions developed, but towns were few and small. While New 
England built ships and entered into trade, Virginia and her 
southern neighl)ors tilled their broad fields. 
Both found strength and i)rosperity. 

Many books have been written which describe 
for us life in these far-away colonial times ; 
and you will find them well worth reading. 
They tell us tales of roomy old kitchens, 
witli huge fireplaces around which the family 
gathered at night, popi)ing corn, roasting 
apples, cracking nuts ; the children listening 
eagerly to stories of old England, or perhaps to 
wild tales of bears and panthers and stealthy, 
catlike Indians, or still more weird and lK)r- 
rible stories of witches and wizards, while the 
red firelight glowed over all, and the steady 
lumi of the spinning wheel made a drowsy 
accompaniment to the story. 

We shall find stories of the Sundays of long 
ago — of the bare, cold churches, so cold that sometimes the 
minister preached in overcoat and mittens. We shall hear of 
the tithingman, whose duty it was to keep drowsy folk awake 
when tiie s<'rm()n proved too long and dry, for 
sermons were long in those days — three or 
four hours was not at all unusual. 

We shall read of harsh laws for the punish- 
ment of crime, and of the stocks and pillory 
that stood on every village green; of the duck- 
ing stool, where scolding women were shown the 
error of their ways ; and of many other strange 
ways of punishing peo[)le for doing wrong. 

We shall be told of the way people traveled wIumi the\' madt; 
their long-aiiticipat<'d visits to Boston or Philadelphia, and of 
the tim(> it took to go from place to place. W(^ shall hear of a 




Flax Spinning Wheel 




Stocks 



ENCJ.ISII COl.OMKS AM) COLON IS TS 



111 




stagpconc'h wliich was calhMl "the fixing inachinc," IxH-aiise it 
could go from Now York to Philadelphia in two days. 

The books will tell us, too, of fashionable l)alls and l)an(|Uets 
in tlu' gayer towns; of ladies and gentlemen in gorgeous costumes 
and witli wonderfully powdered hair ; of their 
sedate and digniHed maiuieis, and'of theii' stately 
minuet. 

There will be stori(^s, too, of the belief in 
witchcraft, and the cruel deeds that were done 
because of it. \\ v shall hear of the dreadful 
days in Salem, when nineteen so-called witches 
were hanged on "(Sallows Hill," and no one 

knew who would 
be the next to 

i^. IJi piMllWm^m^^ ll„.,^j Weshall 

shudder, and be glad that the 
"1^ I lay of l)elief in witchcraft has 
gone forever. 

Yes, there are wonderful stories 
awaiting us in these rc'cords of 
colonial days, and we shall know 
our forefathers better when we have read them. Then, 3'oung 
folks, let me introduce you to your own great-great-great-great 
grandfathers. You will find them shut in lu'tween the covers 
of tlie books on the library shelves, and very glad to come out 
and have a chat with you. 

Among other things, you will leai'ii that in 1711. there flourished 
a slave market in New York City, on the site of old Wall Street, 
which was sujiplied by Nexv England trading vessels, an<l tliat an- 
other slave mart was on the site of theold Franklin House in Boston. 
You will also leani, perhaps for the first time, that in 1770, 
little Rhode Island had 150 vessels plying the slave trade, which 
was in active operation eighty years later. 




112 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 



THINGS TO REMEMBER 

1. The English colonies increased rapidly in size and strength. 

2. One of the strongest traits of the English colonists was their love of 
self-government. Because of this they often quarreled with their royal 
governors. Bacon's Rebellion in Virginia, the uprising under Leisler in 
New York, and the removal of Sir Edmund Andros in Massachusetts were 
all results of such quarrels. All these show a growing spirit of resistance to 
what the people believed to be oppression. 

3. The English colonists were a steady, sturdy people, intent upon home- 
making. 

4. There are many interesting accounts of their way of living. We 
shall enjoy reading some of them. 

THINGS TO READ 

1. "Stories of the Old Dominion," Cooke, pp. 65-81. 

2. " Everyday life in the Colonies," Stone and Fickett. 

3. "Stories of the Old Bay State," Brooks, pp. 92-100. 

4. " Colonial Stories retold from St. Nicholas," pp. 62-171. 

5. "Home Life in Colonial Days," "Costumes of Colonial Times," 
" Child Li'i in Colonial Days," " Customs and Fashions in Old New Eng- 
land," Earle. 

6. "Source Book of American History," "Colonial Children," "Camps 
and Firesides of the Revolution," Hart. 

7. "History of the United States," Elson, pp. 197-216. 

THINGS TO DO 

1. Find the exact meaning of political, proprietors, oppose, assembh/, 
oppression, resistance, absolute, goal, empire, vitality. 

2. Find pictures of colonial scenes. 

3. Describe the appearance of a colonial lady of fashion; a fashional)le 
colonial gentleman ; of a colonial homestead ; of a farmhouse kitchen. 

FOR YOUR NOTEBOOK 



1. Make a map showing the thirteen English colonic 

2. Govcrmuent of the English Colonies. 



ENGLISH COLONIES AND COLONISTS 113 



Chartered 



Proprietary 



ROVAL. 



3. Write upon one of the .subjects given below. Be .sure to select one 
upon which you have done some reading, so that you may have something 
to say. 

A Colonial Sunday. 

A New England Farmhouse. 

Life on a Virginia Plantation. 

How People dressed Two Hundred Years .\go. 

Colonial Punishments for Crime. 

4. Copy: "The English colonists were a steady, sturdy people, not 
dreaming of vast empire, but intent upon making homes." 



Ill 

LIFE IN NEW FRANCE 

We shall find many sharp contrasts l)et\veen the English colo- 
nies we have been considering and those of the French. Plrst 
of all we shall notice the difference in climate and in the natural 
resources of the French settlements. Not corn, nor tobacco, but 
furs, we find the chief product of the country — • a fact which had 
a great influence upon tlie character of the people. 

Instead of settling down to a farming life, most of the men 
became woodrangers — fur traders, hunters, trappers. They 
lived wild lives in the forests, and in spite of the efforts of the 
king and his officers to draw them back to the settlements, they 
loved the wild lif(> best. King Louis tried very hard to make 
the colony grow. Francis Parkman, a great liistorian who has 
told the story of New France, says, "Tlie new settler was found 
l)y the king, sent over by the king, and supplied by the king with 
a wife, a farm, and sometimes with a house. Well did Louis XIV 
earn the title of 'Father of New France.'" 

8ome of these colonists sent over by the king were peasants, 
while many were soldiers whose regiments the king ordered to 
Canada and then caused to ])e disbanded there, hoping that the 
men would remain and jjccome colonists, as most of them did. 
The wives provided by the king Avere sent out from France, a 
hundred or two at a time, much as was done in A^irginia in the 
early days. There was nothing to be paid, however, by the settler 
for his wife, as in Virginia. He was, on the contrary, almost 
driven to marry, l)y the orders of the benevolent king. 

King Louis believed, and there was nuich truth in his theory, 
that the colony would never prosper until families were estab- 

114 



LIFE IN NEW FRANCE 115 

lishod, and the children born in Canada grew up to become the 
men of the next generation. A pension was offered to any man 
who should have ten children, and a greater sum to the father of 
twelve. 

Successful, however, as the king's matrimonial {)lans were, he 
did not succeed in building uj) the great population that h(i 
dreamed of for Canada. Tlu^ woods wer(^ too near, the great 
i-iv(>rs and the lakes seemed always calling the young men to the 
wild life beyond. Farming was slow work, and often discourag- 
ing work. Why should one toil in the fields, coaxing the back- 
ward crops, when the forest teemetl with game and the wat(>rs 
with fish, always ready for the hunter or the fisherman ? Why 
plod on day after day in the same stuj)id njund of cares and 
troubles ? In the forest one could l)e free ! 

And so we hear of deserted farms, of abandoned homes and 
wives and children. In vain were laws made and penalties 
ordered to overcome the evil. The French colonist was made of 
different stock from the English — more impulsive, less ready to 
give UJ) his present desire for the sake of some later good, less 
self-reliant in matters of government, having been trained by 
centuries of absolute rule, to l)e guided by those in authority. 

Nowhere is this absolute go\'erninent more clearly shown than 
in Canada. The king made liiinself in truth the "Father of New 
France," and he governed tiie colonists as though they were un- 
ruly children. Tliey were not, it is true, capable of self-govern- 
ment as the English were; but tlieir training in the N(>w World 
was doing little to make them more ('apal)le of it. 

One of the most noticeal)le results of the adventurous life of 
the Canadian woodsmen was their fri(>ndship with the Indians. 
With the exception of the Iroquois, wlio liad been the foes of 
all Frenchmen since the time when Champlain IkuI given thtMr 
enemies aid against them, all the northern tribes were fri(udly, 
and even more than friendly, with the men of Canada. Often the 
woodsman visited his "red brotliers," sotnetim(>s he lived among 



116 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 

them and married an Indian wife. All the secrets of the forest 
became his, and he forgot the ways of civilization. 

Sometimes, however, he did not live entirely among the In- 
dians, but returned once in two or three years to the settlement. 
Here he sold the furs he had gathered together (often against 
the orders of the king), and after a few days of wild drunken 
revelry would make his way back to the woods again. 

It seems strange that through all this wild, lawess life the 
Church should have kept its hold upon even the most adventurous 
of the settlers, but such is the case. The Church and the king, 
— these were the forces that guided the fortunes of New France. 
The colonists grew to depend always upon the king for aid and 
the priest for counsel, and even in the smallest affairs of govern- 
ment to follow the guidance of the officers of Church and Crown 
sent to rule them. This habit of dependence upon others was 
perhaps the reason why the French colonists did not become 
self-supporting and self-governing hke their English neighbors. 

THINGS TO REMEMBER 

1. The French colonies differed from the English in natural resources, 
in government, in religion, in the character of the people. 

2. There were fev/er villages and settled communities than in the English 
colonies. Most of the settlements were trading posts and missions. 

3. The Canadian woodrangers were friendly with the Indians. 

4. Self-government was unknown in Canada, The church and the king 
held much power. 

THINGS TO READ 
" France in America," Thwaites, pp. 124-142. (Selections.) 

THINGS TO DO 

1. Find the exact meaning of contracts, natural resources, regiments, benev- 
olent, theory, generation, 'pension, matrimonial, teemed, abandoned, penalties, 
impulsive, suppression, peasants. 



LIFE m NEW FRANCE 117 

2. The English colonists might be described as slow, steady, horac-loving, 
self-reliant, interested in politics. Select words to describe the French 
colonists which shall show the contrast between them and the English. 

3. Discuss in class with your teacher the following question : — 
Why should a colony whoso men lived in the woods as hunters and ad- 
venturers prosper less than a colony of homcmakers ? 

4. Study the furs and fur-bearing animals of Canada. A class collection 
of fur specimens, accompanied by pictures of the animals, would be most 
interesting. 

FOR YOUR NOTEBOOK 

1. A Canadian Woodranger. 

Where he made his home; why he did not remain in the settlement; 
what he often left behind; how he spent his life; his "red brothers"; an 
occasional visit to the settlement. 

2. "The Father of New France." 

To whom this name was given; why; how he tried to make the colony 
grow; the result of his cfTorts; the reasons for this result. 

3. Comparison of the French and the English colonists. 



IV 



A fiLANCK AT K\(!LAND AND FRANCE 

Leaving for a time the rival colonies in America, let us glance 
at the mother countries in Europ(\ In the first half of the seven- 
Civil War in teenth century there luul ])vvn a great civil war in 
England England. Resistance to oppression was a trait of 



Englishmen at home as well 
English king, ("harl(>s 1, wa.- 



as in America. In 1649 the 
beheaded, and the victorious 
army declared that henceforth 
the land should l)e ruled by 
Parliament alone. For four 
years Parliament ruled ; ])ut be- 
iiind Parliament was the army; 
and behind the army was its 
leader, OHver Cromwell, and it 
was only a question of time when 
Cromwell should become the 
acknowledged ruler. The rule 
<jf Parliament did not satisfy 
Cromwell, and he took away its 
power, making himself "Lord 
Protector of the Realm." His 
power was great, and as he was 
a man of great strength of char- 
acter, he did much for England, both in building up a strong 
government at home and in securing the respect of foreign nations. 
When Cromwell died, in 1659, tlie Parliament and the army, 
contending for power, produced a condition of great confusion, 
and after a few months of uncertainty under the rule of Crom- 

118 




Charles I 
Wlio was behoaded. 



A GLANCE AT ENC.LAND AND FRANCE 



119 




cl of the Collllll 



"llth 



well's son, the i)(>ople were (luite ready to liave a king again. 

They invited Charles, son of the king whom they had beheaded, 

to return to iMigland as their ruler, and he 

was glad enough to accept. It seemed as 

though the ci\-il war and the determination 

of the people to rule thcmscK-cs had been 

cjuite forgotten. 

Hut Charles JI. the new king, was nun ti 

like his father in wanting to ha\(' his own 

way, and befoi'c his reign of twenty-fi\-e >('ars 

was over, the people had Ix'gun lo repent (jf 

asking him to reluin. His brother, James II, 

who became king in 1(»S."). was still worse, oiiver Cromwpii 

and M'as so hated by the people that after HuUt of England dur 

three years tliey would beai' his rule no 

longer. 

They asked ^^'illiaIn, Prince of Orange in Holland, to come over 

to England and l)econie king. I'nlike his immediate predecessors, 

who liad been Roman Catholics, 
>\'illiain was a Protestant. Wil- 
liam's wife Alary was a daughter 
of James, so she had some claim 
upon the throne. New liberties 
King JaUKS was will- gained by Eng- 

ing now to make all "^^ people 
sorts of promises to observe the 
liberties of the j^eople, but it was 
too late: he was deposed, and 
was obliged to tlee from lOngland. 
Much of the power that had been 
the king's was given to Parliament, 
and 't seemed at last as though 
the liberties of the English peoplg 
were assured. 




Charles 11 



Became kins of Englaiul in UKiO, :ift<r 
CrODjwoir.s dciitl). 



120 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 



There could be no stronger contrast to England under King 
William than France under Louis XIV. Almost born a king, — 
Louis XIV he was only five years old when his father died, — 
of France he believed he was born to rule. He used to declare, 
"I am the state," meaning, of course, that his will in all things 
must be obeyed. France had grown much in strength and power 

during the reign of Louis XIII, 
and during the childhood of the 
new boy king, the kingdom was 
well managed by his ministers. 
Wars with Austria and with 
Spain had made France the 
leading state of Europe, and 
when Louis grew old enough to 
take the reins of government 
into his own hands, he deter- 
mined to make France greater 
yet. 

The people were not con- 
sulted. It was the king's part 
to command, theirs to obey. 
And was it not all for the glory 
of France ? The people should 
be willing to fight and to pay 
heavy taxes for such an object. 
War followed war; all Europe was drawn into the conflict, — and 
all that Louis XIV's power and fame should be increased. 

All Europe was drawn into the conflict, we said. We shall be 
interested to see on which side the various states fought. Dur- 
ing the whole period Louis's greatest enemy was Holland, — 
brave little Holland, which stood for freedom in all things. Beside 
her we find England, with her king of Dutch birth, and, allied 
with them, the smaller Protestant states of Europe. Spain and 
Austria^ the leading Roman Catholic states, were sometimes to be 




Louis XIV 
King of France from 1638 to 1715. 



A GLAN'CE AT ENGLAND AND FRANCE ]21 

found oil one side, sometimes on the other. But in the main th(; 
place of each nation in this great struggle was determined by its 
prevailing religious belief, though sometimes the nation's choice 
depended upon its attitude toward Political Freedom. War fol- 
lowed war ; and every war found its echo across the Atlantic, in 
the far-off woods of America. 

THINGS TO REMEMBER 

1. Important c'liang(>.s in Iho government of England were nuule near the 
end of the seventeenth century. The power of Parliament was much in- 
creased, that the people might hereafter share in governing themselves. 

2. In France the pi-ople had no share in the government. Louis XIV 
made his people poor by foreign wars. In these wars the Dutch and the 
English were his chief enemies. 

THINGS TO READ 

L " The Story of the English." Guerber, pp. 260-288. 
2. " Little Stories of France," Diitton. pp. 118-124. 

THINGS TO DO 

1. Find the exact meaning of Parliament, realm., ministers, absolute, 
monarch. 

2. Discuss in class the question : In war time which would j'ou expect 
to find the better soldiers, the people of a self-governing nation, or those of 
a country ruled by an absolute monarch? 

(Remember that an opinion without reasons is valueless.) 

3. Find out if possible what modern nations are absolute monarchies. 
Are tliey the progressive nations of the world? 

FOR YOUR NOTEBOOK 

\. Com»?are the governments of EngL'ind and France at the end of the 
seventeenth century. 

OOVEBNMKNT FhANCE | EniJLAND 

Power o' king 
Power of people \ 



122 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 

2. Obtain und mount a picture of tho English Houses of Parlianiml. 
Explain what the Parh'anient is. 

OVTJANE 

I. Conditions in Europe and Anierieu near I he end of (he seventeentli 
centvuy. 

A. The English colonies. 

1. Government. 

2. The people — their strongest traits. 

3. Events which show one of these traits. 

B. New France. 

1. Government. 

2. The people — their pi'ominent traits. 

('. Comparison of the French and English colom'es. 
J). The mother countries. 

1. Governments of France and England eonip;ired. 

2. Louis XIV's wars. 

3. Effect of Louis's government on his people. 



THE STUrrUU.E von the rONTLNEYr 

V 

AMERICAN EC^HOES OF EIJIIOP^^AN WAJiS 

It is easy to see that the (litlVreiices we have noted between 
the French and the Knj>;Hsh colonists might cause distrust, sus- 
picion, even hatred, l)etween them. A\'hen we con- French and 
oider that the mother countries in Europe were bitter English coio- 
foes, we begin to understand the concHtion of tilings "'^*^' ^^^^ 
in America in 1()89. 

Here were the c(jloni(\s of two great European nations, planted 
side by side in a new land. With no natural boundary between 
them, it could hartlly fail to liapi)en that sooner or later they 
would come into conflict. The PVench in America were dream- 
ing of a great empir(>, as great as the continent itself. The}' 
were spreading out their forces and building their little forts up 
and down through the great central plain. For here was the 
prize — the great river whose owners might some day control the 
coinmerce of the whole interior. Every movement of the French 
was toward this end, — the control of the Mississippi and the 
Great Lakes. 

And now the English were beginning to see the value of the 
great valley. They were attempting to build up a trade witli 
the Indians; they were even beginning to cross the mountain 
wall in search of homes. There is little doubt that the struggh' 
for the continent would still have come, had there been no Euro- 
pean wars to set it in motion. But the tumult across the Atlan- 
tic could not but hasten it. 

In 1()89, then, we see the opening of the conflict. War was 

123 



124 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 

declared between England and France. In America the colo- 
King Wii- nists, patriotic, true to their governments at home, 
liam's War and perhaps not unmindful of their own prejudices, 
1689-1697 |.qqJ. yp ^Yie quarrel as their own. The war in 
America was not like that in Europe, where great armies met 




Pioneer Home in the Ohio Valley 



warfare in 
America 



and fought the battles which were to win or lose the day. The 
Kind of battles in the New World were most frequently' 

fought in the night, and were usually \'ery one-sided 

affairs. 

Some lonely settlement on the border between New E^ngland 
and Canada, perhaps, — once it was Schenectady in New York, 
— would be wrapped in the heavy slumber that follows days of 
toil. Sometimes sentinels would be on guard, but oftener all 
would be asleep. Through the forest, over th«- dead loaves or 



AMERICAN ECHOES OP EUROPEAN WARS 



125 



t he noiseless carpet of snow, would come a dusky band — French 
woodsmen such as we have read of, and their Indian allies and 
friends. 

Silently stealing into the village, the warriors would surround 
the houses, then, sending forth their horrible war cries, would 
rouse the people within to fight for their lives. Over and over 
again this happened, and some- 
times every inhabitant of a 
village would be killed or cap- 
tured. The captured would 




Intercolonial Wars 



be led away to Canada, and 
many of them never saw 
their homes again. Some of 
the w'omen married French- 
men or even Indian warriors, 
and became like the savages 
they lived among. 
When in 1697 jDeace was declared between France and Eng- 
land, the colonists of New York and Xew England on the one 
hand, and of Canada on the other, were glad enough to stop fight- 
ing. New York had suffered most, and though she had pro- 
tected the colonies south of her, they had done but little to aid 
iier in her struggle. 
.The peace, however, did not last long. In 1702 war l)egan 



120 AMERICAN HISTOKY FOR GRAMMAR SCHOOLS 



again, and soon all Europe was drawn into the quarrel. The 
wearied colonists at once began preparations for renewing the 
Queen Anne's fight. The raids of the Canadian "war parties" 
War, 1702- were begun once more. This time Massachusetts, 
"713 Xew Hampshire, and the struggling settlements of 

Maine had to bear the heaviest burden. We can scarcely read 

without a shudder 
the stories of these 
unhappy days in 
New England. 

In the winter of 
1704, a dreadful raid 
was made upon the 
little town of Deer- 
field, in the Con- 
necticut Valley. 
The three hundred 
settlers were peace- 
fully sleeping when 
the war whoop 
sounded and toma- 
hawks came crash- 
ing against the 
doors. In a moment all was confusion. Doors were broken in, 
and the inmates of the houses were killed or dragged forth as 
captives. Houses were set on fire, and the crackling flames added 
terror to the scene. Shouting savages swarmed everywhere, 
while the screams of frightened children and th(^ cries of the 
tlying filled the air. 

As the gray dawn l>egan to break over the distant hillsides, a 
sorrowful band was led away toward Canada. Over a hundred 
prisoners — men, women, children, even babies among them — 
set out on the long journey. Many died from cold and weak- 
ness, and many, when their strength failed and they could go 




The Attack on Deerfield 



AMERU^AN ECHOES OF EUROPEAN WARS 



127 



no farther, were killed by tlie liuliaus. Months of dreary and 
I)ainful marching had to be endured before Canada was readied 

This attack upon Deerfield was only one of many such hap- 
penings. Nowhere along the northern frontier of the New Eng- 
land colonies could the people feel secure for a single day or night. 

The war dragged on until 1713, in both Europe and Ameri('a. 
In 1710 the English colonists, after several attempts, succeeded 
in taking Port Royal, , _ 

and so gaining con- 
trol of the i^rovince of 
Acadia. In Europe, 
Louis XIV had met 
with man}' disasters, 
and the French 
people were over- 
whelmed with a great 
war debt, l^oth Eng- 
lish and French were 
glad to stop fighting. 
The treaty which 
closed the war gave 
to England Hudson 
liay. Newfoundland, and Acadia. Tiiis was a great gain for 
iMigland, and a great loss for France. 

The old ((uarri'l was, however, almost untouched. The bound- 
ary between Canada and the English colonies remained unsettled. 
The hatred between the French and the English KingGeorge's 
settlers l)urncd as fiercely as ever. It needed only War, 1744- 
an excuse to break out into war. Tlie excuse came '''"^ 
in 1744, when a new war broke out in Europe, and foinid I'lance 
and England, as usual, on opposite sides. 

Immediately the governor of the P^rench town of Louisburg in 
America decided to attack the English in .Vcadia. This terri- 
tory, you will remember, had come under iMiglish rule at the 




On the Road to Canada 



128 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 

close of the preceding war. The French expedition against Acadia 
succeeded in capturing a httle fishing town, and attacked Port 
Royal, or Annapolis, as the English called it, but without success. 



--^ ) i:, '":,h7?m76-T.a 




Claims of European Nations before the French had reached the Mississippi 



These attacks so enraged the people of New England that they 
formed no less a plan than an attempt to capture Louisburg itself. 
Capture of The rashncss of this plan lay in two things, — the 
Louisburg strength of the town, and the entire lack of trained 
soldiers to attack it. The town was only thirty years old, but it 
was generally acknowledged to be the strongest fortress on the 
continent. 

The people of Massachusetts became wildly enthusiastic over 
the plan. No one seemed to consider a chance of failure. Ben- 
jamin Franklin wrote from Philadelphia to his brother in Boston 



AMERICAN ECHOES OF EUROPEAN WARS 



129 



tliat " t'ortifiod towns are liarcl nuts to crack, and your teeth are 
not acx'ustonied to it; but some seem to think that forts are as 
easily taken as snuff;" but I liave no doubt that his letter was 
greeted with laughter and shouts of derision. A writer of that 
(lay says of the expedition that "it had a lawj^er for contriver, a 




A View of Boston, 1744 
The year before Louisburg was taken. 



merchant for general, and farmers, fishermen, and mechanics for 
soldiers." 

Perhaps the strangest part of the Avhole story is that the ex- 
pedition did succeed. The French soldiers in the fort were not 
in good condition, and their commander was a man of httlc force 
of character; powder was scarce, and the help expected from 
Canada did not arrive. So, somehow, in spite of their lack of 
discipline, and in spite of the clumsy old guns they carried, the 
New Englanders captured the town. There was great rejoicing 
in Boston wlien the news came. Bells rang, cannon were fired, 



130 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 

and the shouts of the people filled the air. Louisburg, the French 
stronghold, was taken. 

The succeeding years of the war sliow little but tales of "war 
parties" sent out by the French and opposed by the inhabitants 
now of this village, now of that. No event of importance oc- 
curred until, in 1748, both England and France, ready to make 
peace, agreed to return all conquests to their original owners. 
Great was the indignation in Boston when it was known that 
Louisburg was to be given back to the French. But such was 
the decision of the English government, and so it had to be. 

THINGS TO -REMEMBER 

1. The people i>f the English colonies and tho.sc of N(>\v France became 
rivals for the po,ssessi<jn of the Ohio Valley. 

2. When war broke out between ICnghmd and France, the colonists in 
America took up the (|uarrel. 

3. Between 1689 and 1748 there were three wars between the mother 
countries, each of which had its echo in the New World. 

4. Each of these wars served to make more intense the haired between 
Canadians and English colonists. 

THING8 TO READ 

1. "A Half Century of Conflict," Parkman, Vol. II, pp. 121 i:il. 

2. "The Taking of Louisburg," Drake. 

3. "Grandfather's Chair," Hawthorne, Part II, Cluipter \li. 

4. "Great Grandmother's Girls in New France," Champney. 

5. "Fife and Drum at Louisburg," Oxley. 

fi. "The Young Puritan Sei'ies" (4 volumes), aiu' "The Boy Capti\(^ 
of Old Deerfield," Smith. 

Tlll.XdS TO DO 

1. Find the exact meaning uf inU-riur. ji(ilrinli<-, prcjuilicc, sentinels, 
uUies, ilefense, fortifyiny, discipline. 

2. Find out why the three wars described in the chapter were I'alK-d 
King William's War, Queen Anne's War, and King George's War. 

3. Learn 1689 as the date which marks the appenrance of a common 
interest, a common foe, for the English colom'sts. 



AMERICAN ECHOES OF EUROPEAN WARS 181 

4. Ask your tcaclicr to trll 3^011 tlu' story of H.-mnah Dustin. 

5. Imagine that j'^ou wore in Boston in 1745, a stranger. Hearing bolls 
and cannon, and seeing much excitement among the people, you set out to 
discover the cause. Write a letter to a friend, describing the scene, and 
telling what you discovered of its occasion. 

Foil vol" II NOTEBOOK 

1. Make a map to illustrate the colonial wars you have studied. 
'2. Write the stor^^ of Hannah Dustin. 
3. The Early Colonial Wars. 

King William's War began in ; it ended in — — . 

Queen Anne's War began in ; it ended in . 

King George's War began in ; it endcnl in . 

These wars may l)e called "echoes" of Eurojx'aii wars, because 



VI 



RIVALS IN THE GREAT VALLEY 



Causes of 
trouble be- 
tween French 
and English 
colonists 



It is not hard to see that the peace of 1748 could not last long 
in. America. With the boundary between New France and the 
English colonies still unsettled, with both nations 
claiming the country west of the Alleghenies, with 
the French constantly stirring up the people of Acadia 
against their new rulers, war could not be long de- 
layed. English traders from Pennsylvania and Vir- 
ginia were making friends with the Indians in the Ohio Valley, 
and were drawing away much trade from the French. Not only 
this, but a number of Virginians 
had formed a company whose 
object was to colonize the 
valley. The French 
became alarmed. 
The Canadian 
governor sent 
out, in 
1748, 
three 




132 



RIVALS IN THE GREAT VALLEY 



133 



hundred men to occupy the 
valley and to warn the Eng- 
lish to leave the country. 
The Ohio Company, how- 
ever, paid no attention to 
the action of the French, 
and Duquesne, the French 
governor, sent more men to 
seize the valley, and to build 
forts enough to hold it for 
France. 

The Virginians, seeing the 
determination of the French 
to hold the country, made 




The Last French War 
Notice on small continent map the seat of tbo war. 



134 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 

preparations to force them off the si'ound. A warning to witli- 
draw, sent to the French commander ])y (Jovernor Dinwiddie of 
Virginia, produced no result. At once a party of Virginians set 
out to build a fort, /'hoosing the place where the city of Pittsburg 
now stands; l)ut a party of Frenchmen appeared, and the \'ir- 
ginians were forced to give up the position to them. The fort 
was finished by the French, and under the name Fort Ducpiesue 
became tlu^ chief French stronghold in the valley. 




Washington's Return from the French Fort 



The message to the French commander had been carried by a 
young officer of the Virginia militia — Major George Washington. 
Young Major Though onh^ twenty-one years old, he had made the 
Washington ])crilous winter journey through the wilds of the 
Allegheny forests with only one companion, ;uul had returned 
safely from his fruitless errand. He now went with three hundred 
militiamen to the Ohio country; and there, coming into conflict 



KINAl.S IN 'IMIK CUKA'I' \.\LI,K\- 13.") 

with a small |)ail\' ol Frciicluiicii, Mood was shed, and prisoners 
taken, as tlion<2;li a war liad begun. Wasliington built a rude 
tort, which lie called Fort Necessity, but the French and their 
Indian allies conijielkHl him to fti^'^' '^ "P- Fhus far the French 
seemed likely to win the eajierly desii-ed valley. 

It was unfortunate that in scarcely any of the English colo- 
nies was there liarnion_\- between the governor and the asseml)ly. 
The constant quarrels between them made it almost impossible 
for the governors to ol)tain mone\'. And money was now a 
necessit}' if the French weic to be driven from the Ohio Valley. 
E(iually important and ('(jually hard to obtain was united action 
by the various colonies. There was nuich jealousy between the 
different parts of the country. Each assembly was afraid of 
doing something to l)enefit some neighboring colony. Even in 
their treaties with the Indians it was "each for himself," and 
endless confusion resulted. 

The colonies had long been urged by the home government to 
make a joint treaty with the Indians. In 1754 seven of the colo- 
The Albany nies agreed to do so, and sent delegates to a conven- 
Pian, 1754 tion at Albany. There they were met by the Iro- 
([uois tribesmen. The Indian treaty disposed of, the delegates 
discussed the possibility of a united government among the Eng- 
lish colonies. They even went so far as to draw up a plan 
for such a government, but nothing came of it. The "Al- 
bany' Plan," as it is known, ]:)leased neither colonies nor king. 
All were too jealous of their own i)()wer to find any plan accept- 
able. The need for union was a i-eal need, however, and the 
wi.se.st men in the colonies were coming io feel it more and more. 
Benjamin Franklin, a wise and far-sighted man, and one promi- 
nent in all American affairs, did much to encourage this feeling ; 
and his influence in the Convention was of great value to the 
cause of united action. 

Meanwhile there was war — or the beginning of war — in the 
Ohio Valley, and though the English government and the French 



136 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 



government hastened to assure each other that they desired 
nothing so much as peace, they made even more haste to send 
soldiers to their respective colonies. General Braddock was sent 

to command the English forces 
in America, and he planned at 
once to retake Fort Duquesne, to 
capture Fort Niagara and Cro\vn 
Point, and to drive the French 
from Lake Champlain, All of 
these plans failed, and that 
against Fort Duquesne, led by 
Braddock himself, ended in a 
great disaster which plunged the 
whole country into gloom. 

Braddock was a brave man, 
but he knew nothing of forest 
Braddock's de- warfare, and was 
feat, 1755 unwilling to take 

advice from those who did know. 
The army set out in fine order, 
red-coated British "regulars" and Virginia militiamen marching 
together. Braddock found much fault with the Virginia troops, 
and gave orders to one of his officers to try to ''make them as 
much like soldiers as possible." Washing- 
ton was with Braddock, and he tells us 
that the general found little in the country 
or the colonists to admire. 

The march through the forest was slow, 
but all went well until the army was about 
eight miles from Fort Duquesne. Then 
suddenly a war whoop sounded, and the English found themselves 
in the midst of the enemy. The British regulars at first sturdily 
faced the foe, and used their muskets well; but their bullets did 
more damage to the trees than to the enemy, who vv'^ere fighting 




Benjimin Franklin 




Franklin's Device of the 
Divided Snake 



RIVALS IN THE GREAT VALLEY 137 

Indian fashion from the shelter of tree trimks, bushes, — anything 
that would serve as a moment's prote(^tion. The British soldiers 
were bewildered at this strange new kind of warfare, and soon 
all order was forgotten. The men broke their ranks and crowded 
close together, either forgetting to fire at all, or firing blindly 
anywhere, even among their own comrades. 

Only the Virginians, who had long ago learned the lesson of 




Fail of Braddock 

savage warfare, knew what to do. They broke tlieir ranks, hid 
behind trees, and met the attack of the enemy in true backwoods 
fashion. But Braddock could not understand their action. He 
flew into a rage, and, cursing what he believed to be their coward- 
ice, ordered the Virginians back into line. The few regulars who 
had tried to follow the example of the colonial soldiers ho beat 
with his sword, and so forced them back among the rest. The 
scarlet coats, glowing with color, were good targets for the Indian 
marksmen, and, as scores fell, the fear of the rest increased. 



l;i8 AMKKICAX lllS'l'OliY KOK OKAMMAlt SCHOOLS 

" I cannot describe the horrors ol" that scene," Avrote one of the 
officers a few weeks later. "No pen could do it. The yell of the 
Indians is fresh on my ear, and the terrific sound will haunt nie 
until the hour of my dissolution." 

The officers made the greatest efforts to arouse the men. 
Many of the officers were killed, Braddock himself being mor- 
tally wounded just as he had at last ordered the retreat. The 
soldiers made a wild rush backward through the forest. " When 
we endeavored to rally them," says Washington, "it was with 
as much success as if we had attempted to stop the wild bears 
of the mountains." The young colonel received no wound, 
though two horses were shot under him, and four Ijullets had torn 
their way through his coat. 

Braddo(;k died four days after the battle, and the few remain- 
ing officers buried his body in the road over which the remainder 
of the army was to tramp in its continued retreat toward Phila- 
delphia. The heavy tread of soldiers and horses soon removed 
every trace of the grave, leaving the body of the unfortunate 
general safe from Indian insult. 

THINGS TO REMEMBER 

1. The last Freiicli war wa.s not an echo of Eurf)pean troul)les. It })egan 
ill America, caused by the ri\al claim.s of the Ohio Valh>y. 

2. Both French and EngHsh sent men to occupy the valley. The.-<e 
men came mto conflict near where Pitt>burg now stands, and blood was 
shed. (Jeorge Washington, then a major in the Virginia militia, was in 
connnand of the defeated Englishmen. 

3. No united action on the part of the English colonies against the 
French was possible because of their jealousy of one another. At the 
Albany Convention a plan for united government for the colonies was dis- 
cussed. The plan met with no favor from either colf)nists or English 
government. 

4. General Braddock Mas sent from England to take charge of the 
fighting against the French. He brought trained English soldiers. Four 
expeditions against the French were planned. They all failed. Braddock 
himself was badly defeated not far from P'ort Ducjuesne. 



RIVALS IN THE GREAT WVI.LF-V 1.S9 

THl\(iS TO RKAf) 

1. ••Montcalm and Wolff," Parkiiiaii, Vol. I, pp. 131-1:30, 213-221, 
224-226. 

2. "Stories of tli(,' Olfl U(jmiiiion," Cookr, pp. 91 1.3!i. 

3. "Old 'limes in the Colonies," Coffin, pp.- 3(13 373, 3S()-;i,s.S. 
1. "(ieoi-^c! U'ashinjrton," Scudder, pp. 7-!)4. 

5. "(Jeorge Washington," Hale, pp. 1-S.5. 

(J. "(iiinge ^\"ashington," Hapgood, pp. 1-70. 

7. " Life in the Kighteenth Century," Eggleston, pp. .■)2-S;!. 

THINGS TO DO 

1. lind the exact meaning of surremJer, (leleyutc.s, convention, clisxolu- 
iwii, niortallt/, retreat, rallf/. 

2. Think over or talk over in clas.s the following qui'stion : AN'hich 
nation, French or English, had the better claim to the Ohio Valley "/ ^N hen 
you have formed your opinion, write it briefly with j^our reasons. 

3. Di.scuss : - 

(1) Which nation, Fi-ench or English, seemed likely to make the 

l)etter use of the territory? 

(2) ^^'hat finality in deneral Braddock's character made his defeat 

probable 'i" 

(3) ^\'hat qualities are necessary to make a successful general? 

1. Hy c<)nsulting your geograph}', try to discover why the place where 
Pittsburg now stands was important to botli French and English. 

."). Imagine yourself to bc^ one of the Virginia militiamen who accom- 
]),niieil Hr;i(i(lock. Wiiie or tell the story of the battle as you might have 
told it to your friends and neighbors on your return. 

FOR YOUR NOTEBOOK 

1. Draw a map of North America. Color with crayon or water colors 
the territory claimed by 1h(^ French; then in a contrasting color show that 
claimed by the English. The pait of the map where the two colors overlap 
will show the territory in disj)ute. Place on your map all the places men- 
tioned in the chapter. 

2. Write about Washington's j(jniiH'y to the French fort : his errand ; the 
country through which he had to pass; his ci mpanions (what kind of men 
were chosen) ; some of their adventures. (Do not write this until you have 
done some of the reading about \\'ashington suggested in the "Things to 
Road.") 



VII 



PROGRESS OF THE WAR 

In only one of tiie plans for the year 1755 were the English 
successful ; and the story of this success is even sadder than the 
The removal story of their failures. We have already spoken of 
of the Acadia, and of the trouble the English had there in 

Acadians trying to make loyal English subjects of the people. 

The French did everything in their power to keep the people 
discontented, and succeeded 
so well that the pro 
ince was in a 



state 
tinual 




turmoil, 
ist it was 
decided by the 
^lish to send sol- 
Acadia ; then 
once more to in- 
to take the oath 
of allegiance to the English king, those 
who refused must be punished. The peo- 
ple were more obstinate than ever. They flatly refused to take 
the oath, and the punishment fell. Such a punishment ! one that 

140 



Acadia 



PROGRESS OF THE WAR 



141 




^ ".' -_ 






An Acadian Farm 



lias roused tlie syiuputliy of tlie world ever since that dreadful day. 
For it was decreed that the rebellious Acadians should be taken 
away from their pleasant homes, and carried, shipload after ship- 
load, to the colonies of the hated English — there to live, scattered 
among the feared and dreaded heretics, to begin life anew, with 
all their wealth of .?, 

l)arn and storehouse 
left behind. 

The simple-minded 
Acadians could not 
believe that the cruel 
sentence would bo 
carried out, until the 
ships arrived, and the 
people Avere forced 
to go on board. It 
was a sorrowful scene. Friends, neighbors, sometimes even 
members of the same family, were separated in the confusion. 
The shrill cries of children, searching vainly for their parents, 
mingled with the feeble complaints of the old and helpless and 
with the harsh voices of the soldiers urging all to haste; while 
the whole gloomy picture was lighted by the lurid glow of flame 
— for the unhappy peasants were forced to watch their homes 
fall in heaps of ashes, to show them how useless it would be for 
them to attempt to return and begin the old life again. 

More than six thousand were carried away, and were landed 
in the various English colonies from Maine to Georgia. Their 
lot was a hard one, for they were homesick and unhappy, besides 
being unwelcome in their new homes. The whole affair was in- 
deed the saddest of successes. 

In May, 1756, after almost two years of actual fighting in the 
New World, England declared war upon France; the struggle in 
the woods of America now became part of a great European war, 
in which almost every nation on the continent had a part. There 



142 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 



were many quarrels and many jealousies which led to this array- 
ing of all Europe on one side or the other, and we need not ask 
what they were. It is enough to know that England, with a 

single ally, Freder- 
ick of Prussia, was 
to face the armies 
of the rest of 
Europe. 

Nor need we fol- 
low the course of 
the war, except in 
North America. 
P'rom now on the 
French were able 
to give little aid to 
Canada, though a 
new commander, 
the Marquis de 
Montcalm, was 
sent from France. Montcalm was a good soldier, and under 
him the French entered upon two years of victory. The English 
generals who opposed Montcalm were quite unequal to their 
task, and it is said that the end of 1757 saw not a single village 
or hamlet of English-speaking people in the Ohio Valley or the 
basin of the St. Lawrence. 

With the new year — ■ 1758 — there came a great change in the 
management of the war. In England, William Pitt, a man of 
wonderful ability, had become prime minister, and nowhere is his 
ability shown more than in his conduct of the American war. 
More soldiers, under carefully selected officers, were sent over, 
and the tide of events began to turn. In July, 1758, Louisburg 
was again taken from the French, and in November Fort Duquesne 
fell into English hands. A new name — Fort Pitt — was given to 
the place, in honor of the great English statesman. 




Embarkation of the Acadians 



PROGRESS OF THE WAR 



143 




In July of the next year Fort 
Niagara was taken, and at al- 
most the same time Ticon- 
deroga. And now not only 
the Ohio country, Attack on 

but Canada, — Quebec, 

Quebec itself, the '759 

center and stronghold of the 

French, — was attacked. We 

almost wonder at the daring of 

the EngUsh in trying to capture 

Quebec, doubly fortified as it 

was by its position on a high 

bluff overlooking the river, and 

by a strong citadel guarded by 

the best of the French soldiers 

under the leadership of the com- 
mander-in-chief, Montcalm. 

But they did try it, and in the spring of 1759 nine thousand men 

were placed on shipboard to sail up the St. Lawrence to Quebec. 

Their leader was General James Wolfe, a man but little over 

thirty years of age. He had already 
proved himself a gallant soldier, how- 
ever, and he gladly undertook the cap- 
ture of the French stronghold. In the 
early summer, 1759, the English vessels 
came to anchor in the river below 
Quebec. Soon all was in readiness, and 
the English cannon began to boom forth 
a summons to the French to give up 
Quebec. The Lower Town — that is 
the part of the town at the foot of the 
bluff — was soon in ruins, and even the 
General Wolfe Upper Towu, about the citadel, was 



William Pilt 
From an old print. 




144 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 




made to suffer from English shells. But the citadel — the strong 
old fortress — showed no sign of giving up. Wolfe moved his 
camp nearer to the city, and a few v/eeks later a severe battle was 

fought not far from the camp. 
The English were driven back, 
and seemed farther than ever 
from capturing Quebec. 

It was resolved to move the 
camp to a place on the river 
above the city, and to try 
there to find some way up the 
steep cliff, thus gaining the 
plains behind the town. The 
bank of the river was searched 
for a pathway, and at last it 
was found. Careful prepara- 
tions were made. On a dark 
night in September the men 
were silently rowed to the place selected, and still more silently 
led up the narrow, dangerous path. There were French guards 
at the top, but they were easily overpowered. And when the pale 
light of morning broke over the citadel, it fell on the red-coated 
English soldiers, drawn up in battle line on the plains outside the 
town. 

There was great excitement in the fortress. Montcalm has- 
tened to make ready for battle. His soldiers were poorly equipped 
— indeed, it had been almost impossible for Mpntcalm to obtain 
any supplies. But he had done all he could, and he entered upon 
the battle with a brave heart. 

It proved impossible, however, to drive the English back. 
Wolfe led the charge, and his men carried everything before 
them. The French broke into confusion. Montcalm did his 
best to stop their flight, and received a mortal wound. Wolfe, 
too, was struck, and again, and yet again! Both of these valiant 



Quebec and Vicinity 
Look at the picture on page 44. 



T'KOC.KKSS OF THK WAR 



145 



commanders were to die — the one victorious, — happy, as he 
said when dying, because he could know that the French were 
"flying everywhere": the other sad, though he had done his 
duty nobly, and thanking God that he should "not live to see the 
surrender of Quebec." 

F'ive (lavs after the batth^ the Kniilish soldiers entered the 




; ;;e Death of General Wolfe 
From the painting by Benjamin West. 



town and placed their garrison in the fortress. Wolfe's victory 
was the greatest achievement of the war. With Quebec lost, it 
could not be long before all of Canada would fall into British 
hands. And so it proved. About a year after the fall of Quebec, 
Montreal surrendered, and New France had become only a name. 
All through the long struggle which was to decide the fate of 
the French in America, their Indijui allies had looked on anx- 
iously. Now that the end had come, they found it hard to believe 



146 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 

that their friends were really conquered, Pontiac, chief of the 
Ottawas, resolved to strike one more blow for the French, and at 
Xhe the same time to rid the country of the hated English, 

conspiracy Where the English came, the red man was driven out, 
of Pontiac ]j^|^ French and Indians could live in peace and har- 
mony, Pontiac 's conspiracy was well planned, but it ended after 
all in failure, and the English were left in undisputed possession 
of the land they had conquered. 

Meanwhile the struggle in Europe went on. The genius of Pitt 
had been shown, however, in the Old World as well as in the New ; 
in 1757 the English had gained a great victory in the fai-off land 
of India, where they and the French had been fighting for the 
mastery. And now the English fleets captured the French West 
India islands, and Havana, the Spanish stronghold in Cuba. It 
began to seem best to the French to make peace before they 
lost anything more. It was hard for them to face the fact that 
the empire of which they had dreamed was not to be theirs, and 
harder still to think of their territory as adding to the power and 
glory of their hated rivals, the English. There was, however, 
little hope of getting it back, even if they kept on fighting. A 
treaty was signed in 1763, and the war — called the Seven Years' 
War in Europe, the French and Indian War in America — was 
over. In the long struggle for the continent of America, the 
English had won at last. 

THINGS TO REMEMBER 

1. Acadia had been under English rule since 1713. The Acadians, 
however, were not willing to submit to their new rulers. In 1755 the 
English sent soldiers to Acadia. IT'.cier their direction the people were 
put on board ship, and carried away from their homes to the English 
colonies. 

2. After two years of fighting in America, war was at last declared by 
England against France. This brought about a great European war, of 
which the American struggle became only a part. 

3. After two years of French success, the tide turned in favor of the Eng- 
lish. During 1758 much of the Ohio Valley was reclaimed for England. 



PROGRESS OF THE WAR 147 

4. In 1759 the war was carried into Canada. Quebec was besieged and 
taken by General Wolfe. This victory really decided the war in favor of 
the English. 

'y. England gained some important victories in the European war. 
France became willing to make peace. 

THINGS TO READ 

1. "Montcalm and Wolfe," Tarkman, Vol. I, pp. 234-284. 

2. "Old Times in the Colonies," Coffin, pp. 374-380, 437-453. 

3. "Grandfather's Chair," Hawthorne, Tart II, Chapter VIII. 
I. " I'^vangeline," Longfellow. 

5. "Stories of New France," Machar and Marciuis, pp. 204-304. 

6. "Speech of Pontiac," in the Old South L(>aflets. 

7. "With Wolfe in Canada," Henty. 

8. "American Hero Storie«," Tapi)an, pp. 12()-143. 

\K " Life ill the EightecMith Century," Eggleston, j)p. S4-l()(i. 

THINGS TO DO 

1. Find the meaning of loijal, subjccis, heretics, oath uf allegiance, decreed, 
lurid, peasants, hamlet, citadel, achievement, conspiracy. 

2. Discuss in class : ■ — 

(1) Were the English cruel and unjust in their treatment of the Aca- 
dians, or did the Acadians deserve the treatment they received ? 

(2) What wen; the reasons for the final failure of the French ? 

3. Study thc! Chronological Chart of the struggle between England and 
France in America in appendix. You liavc already learned 1689 as the 
date of the beginning of the struggle. You should now learn 1763 as the 
3'ear which marks the end of French power in the New World. 

4. Find out what you can about Quebec. If possible, obtain pictures 
of the city for your notebook. 

FOR YOUR NOTEBOOK 

1. Write about: The Removal of the Acadians. 

The people of Acadia; their homes; how the province came iinder Eng- 
lish rule; the feeling of the people toward the English; the part taken in 
the trouble by the French ofTicers of Church and State in Canada; the pun- 
ishment of the .\cadians. 

2. Make a map on which you show all of the places taken from the 
P>ench in 1758 and 1759. 

3. Obtain and mount a copy of Benjamin West's picture of the death of 
Wolfe. Write beneath it a short account of the career of this great general. 



VIII 
LOOKING BEYOND THE TREATY 



France 


England 


Spain 


Gave 


Gave 


Gave 


to England, all terri- 


to Spain, Havana. 


to England, Florida. 


tory east of the Mis- 






sissippi, except Ne\\- 






Orleans; to Spain, all 






the province of Lou- 






isiana not given to 






England. 






Retained 


Retained 


Retained 


West India Island> 


all former possessions. 


all former possession.s 


and two small island; 




in America except 


in the Gulf of St. 




Florida. 


Lawrence. 






Received 


Received 


Received 


nothing. 


from France, all t! ^ 


Louisiana west of the 




territory east of the 


Mississippi, and New 




Mississippi except New 


Orleans. 




Orleans. 






from Spain, Florida. 





No great war can come to an end without leaving behind it more 
and greater results than can be seen in the treaty which marks 
its close. So we must look for the results of the war whose story 
we have just laid aside. 

Looking upon the map which shows the American possessions 
of France, England, and Spain in 1763, it is easy for us to see 
that the days of French power in the New World are at an end. 

148 




America at the Close of the Last French War 



LOOKING BEYOND THK TREATY 149 

With her vast territory divided between her friend Spain and her 
enemy England, France must seeiv a new field for colonization, 
and will trouble North America no more. 

Spain and England, then, are left to share tlie continent. Shall 
we compare them for a moment? Spain, never having recovered 
her old power in Europe since the defeat of the Invincible Ar- 
mada, was at this time a rival little to be feared. You will re- 
member that the Spanish settlements in what is now the United 
States were few and feeble. The gradual decline of Spanish 
power made them still feebler. By exchanging Havana for Flor- 
ida at the close of the w^ar, England secured peace and security for 
her soutliern colonies, and made the whole Atlantic coast her own. 

In proportion as Spain had been growing weaker during the 
last century, England had been growing stronger; and there was 
little doubt that she was the most powerful nation in the world. 
This fact could not but establish one of equal importance, — it 
was to be the English language, English customs, English laws, 
and English people, with all their sturdy, freedom-loving traits, 
that were to flourish in this western world. It w^as the colonies 
that could make their own laws that were to thrive. It was 
these colonies that were to govern and control the continent of 
North America. And now that the enemies of the English colo- 
nies had been removed, we shall see how rapidly the love of self- 
government asserted itself. 

The war time had been a time of great growth for all the colo- 
nies. Never before had the colonists taken part in affairs of 
such real importance. Never before had they fought with bodies 
of men large enough to be called armies. Never before had the 
assemblies voted on such important questions, or levied and col- 
lected such heavy taxes. And never before had they dared so 
obstinately to oppose the will of their royal governors, and thus 
indirectly the will of the king. They were growing stronger and 
bolder — they dared to think and to speak their thoughts. 

These, then, were the people who were to enter on the next 



150 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 

great conflict — for the shadow of a new war was already hang- 
ing over America, a war that was to make Americans of the 
colonists, and a new nation in the New World. 

THINGS TO REMEMBER 

1. The disappearance of French power in America left the continent to 
England and Spain. Spain was now a rival little to be feared. England 
was at this time the most powerful nation in the world. 

2. The people of the English colonies grew stronger because of their 
part in these colonial wars. 

THINGS TO DO 

1. Find the meaning of levied. 

2. Discuss the questions: Why was the victory of the English important 
to the world ? Why was their victory important to the English colonists ? 

3. Learn the dates of the last French war, 1754-17G3. 

4. Find out what you can about Francis Parkman, the historian, who 
has given us the best accounts of the French in North America. 

OUTLINE 

II. The Struggle between France and England in the New World, 1689- 
1763. 

A. The eai'ly wars (King William's, Queen Anne's, King George's). 
Causes ; results. 

B. The last French war. 

1. Cause. 

2. Important events. 

a. The building of Fort Duquesne. 

b. First bloodshed. 

c. Braddock's plans; his defeat; his death. 

d. The removal of the Acadians. 

e. The war becomes a European conflict. 
/. English successes; capture of Quebec. 

3. Peace. The treaty. 

4. Why the victory of the English was important to the world. 

5. Why it was important to the English colonists. 



THE STRUGGLE FOR INDEPENDENCE 
IX 

THE SHADOW OF WAR 

The danger of French control in America was past, and 
other questions which had been overshadowed by this danger were 
not long in coming to the front. The constant quarrels between 
assemblies and royal governors had alread}^ borne fruit. The 
assemblies were upheld by the colonists, while the governors made 
constant and bitter complaints to the Lords of Trade — the men 
in whose hands the general oversight of the colonists had ])een 
placed by Parliament. The Lords of Trade came to consider the 
Americans as a quarrelsome people. The colonists chafed con- 
tinually under the control of the Lords of Trade. 

The Navigation Acts were a source of constant trouble. As 
far back as 1645 the home government had begun to control 
American commerce, and again and again had added Navigation 
to the laws on the subject. By these laws (1) all Acts 
colonial trade was to be carried on in ships built or owned in 
England, or in the colonies themselves. That is, the colonists 
were not to allow the cargo of a Spanish, a French, or a Dutch 
ship to be brought to America to be sold, nor to sell goods to 
the owners of such a ship to l^e carried to Europe. 

(2) A long list of colonial products was made ; these products 
the colonists were forbidden to send to any except English ports. 
That is, no tol:acco nor sugar could be sent to Holland or France, 
no matter how largs a quantity the colonists had to sell, or how 
good prices they might be offered in those countries. If the 
planters had more tobacco to sell than was required by the 

151 



152 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 

English market, they could not sell it at all, according to the law. 
This seemed, and no doubt was, a great hardship to the people. 

(3) All European goods must be bought in England; indeed, 
even colonial goods sent from one colony to another must, if 
they were goods which might have been bought in England, be 
taken to that country first, and then brought back to the colony 
for which they were intended; or, if this was not done, a duty 
must be paid to the home government on the goods. 

(4) The colonists were forbidden to import sugar and molasses 
from any place except the British West Indies, without paying a 
tax upon them. This, of course, cut off much of the colonial trade 
with the Spanish and French West Indies, and the colonists pro- 
tested loudly. 

Many of the merchants and shipowners of America — especially 
in New England — broke these laws over and over again. Goods 
from Holland were often cheaper, and sometimes better, than 
those from England, and the thrifty New Englanders always 
wanted to get their money's worth. So smuggling became com- 
mon, and it was often quite impossible to find out where it was 
going on. 

The laws had never been rigidly enforced, but in 1761 a serious 
effort was made to have them observed. In that year a custom- 
house officer in Boston asked for and received papers giving him 
permission to search houses for smuggled goods. These papers 
Writs of were called Writs of Assistance. The people of Bos- 

Assistance, ton were indignant over the issuing of the writs; 
^"^^^ they really were unjust, since they were general search 

warrants, giving the officer a right to enter any house he chose, 
whether he had any evidence of smuggled goods there or not. 
James Otis, of Boston, made a speech about it, in which he said 
many bold things. But the writs were issued, nev&itheless. 

After the end of the French war a new cause for disagreement 
came up. It was decided in Parliament to send a force of ten 
thousand soldiers to America, and to keep them there in case of 



THE SHADOW OF WAR 153 

attack by England's enemies in some later war. The colonists 
were not pleased with this plan. They did not want the English 
soldiers in the comitry. And when they were informed that a 
small tax was to be laid by Parliament upon the colonies to 
help support these soldiers, they were not only displeased, but 
angry. Parliament had never before taxed the colonies; when- 
ever money had been required from them, the colonial assemblies 
had attended to the matter. 

The tax was to take the form of a stamp duty. All papers, 
such as deeds, mortgages, marriage certificates, — even almanacs 
and newspapers, — must have a stamp placed on The stamp 
them, or be written on stamped paper made in Eng- Act, 1765 
land. Stamps and paper were to be on sale everywhere. This 
law, known as the Stamp Act, was passed by Parliament in 1765. 

Immediately great excitement was aroused in the colonies. 
"What right," said the colonists, "has Parliament to tax us? 
We have no members in Parliament. Let our own assemblies, 
to which we send representatives, lay our taxes. If we must give 
money to support these soldiers, let Parliament ask our assem- 
blies for a grant. We will do our part. But taxation without 
representation is not just! " 

There were men in England who believed that the colonists 
were right; some of these men were members of Parliament, and 
they voted against the Stamp Act. 

But these friends of America in England were fewer than those 
who upheld the Parliament ; while in America those who believed 
that Americans had no right to protest against laws made for them 
by Parliament were fewer than those who took the other side of 
the question. 

It soon became clear that the stamp tax could not be so "easily 
and quietly raised" as had been supposed by its advocates. In- 
deed, anything less quiet than the behavior of the colonists can 
scarcely be imagined. The assemblies of the various colonies 
passed solemn protests against the act, and appointed delegates 



154 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 

to a convention to consider the question. Meanwhile, riots oc- 
curred in Boston and New York, images of the officers appointed 
to sell the stamps were burned, and other acts of violence were 
committed. In some places the stamps were burned or thrown 
into the sea. The ''Sons of Liberty," secret societies formed to 
uphold colonial rights, suggested that Americans stop buying 
British goods, and the idea met with much favor. 

The "Stamp Act Congress" met in New York in October. 
Almost all of the colonies were represented, and in most cases by 
The stamp their ablest men. The feeling in favor of united 
Act Congress action by the colonies had grown since the days of 
the Albany Convention in 1754. "There ought to be no New 
England man, no New Yorker, known on the continent: but all 
of us Americans," said one of the delegates. A "Declaration of 
Rights" was drawn up to be sent to the home government, and 
the Congress adjourned, after resolving that all the colonies must 
stand by one another, whatever misfortimes might come. 

It began to be seen in Parliament that their "quiet little stamp 
duty" was raising a tempest about their ears. Many of the 
The stamp members wished to repeal the act, and the question 
Act, repealed was fiercely debated. At last it was voted to repeal 
1766 if^ and great was the joy in America when the news 

came. It is said that the people of London, many of whom sym- 
pathized with the colonists, were rejoiced at the victory of their 
kinsmen over the sea. William Pitt, who was strongly in favor 
of the American ideas in regard to "ta.xation \A-ithout represen- 
tation," was loudly cheered as he passed along the streets. 

The quarrel was over, it seemed, and the colonists were ready 
to forgive and forget. And so passed the first shadow of war. 

THINGS TO REMEMBER 

1. The Navigation Acts passed from time to time by Parliament inter- 
fered seriously with American commerce. 

'2. To e^■ade these laws, smuggling became common. The laws were 
not rigidly enforced until nearly the close of the French war. Then 



THE SHADOW ()l<' WAR If^f) 

"Writs of Assistance" were issued to Boston custom-house officers. 'I'Ik- 
people were very indignant. 

3. After the French war the home government decided to keep ten 
thousand soldiers in America. Tlie colonists strongly opposed tliis. 

4. To help support tliese soldiers, Parliament planned to tax the colonists. 
The Stamp Act was passed in 17G5. The colonists protested loudly against 
the Stamp Act. There were riots because of it. Parliament repealed tht; 
act the next year. But it still asserted its right to tax the colonies. 

5. The feeling against the Stamp Act did much to increase the senti- 
ment of union and united action in the colonists. They all objected to 
"taxation without representation." 

THINGS TO READ 

1. "The War of Independence," Fiske, pp. 1-58. 

2. "A Short History of the Revolution," Tomlinson, pp. 1-21. 

3. "Grandfather's Chair," Hawthorne, Part III, Chapters II ;uid III. 

4. "Stories of the Old Bay State," K. S. Brooks, pp. 109-1 17. 

5. "From Colony to Commonwealth," Tiffany, pp. 19-38. 

THINGS TO DO 

1. Find the meaning of navvjalion, duty, import, smngglimf, deed, mort- 
gage, riots, violence, declaration, repeal. 

2. There are many questions concerning this chajjtcr which it will be 
well f(jr you to discuss in class Below are some of tlu^m : — - 

(1) Are people justified in breaking laws they cortsider unjust, as the 
colonists did in smuggling goods ? 

(2) What are the dangers of riots? Have they advantages? Do 
they ever occur now ? 

(3) At the time of the Spanish War the American Congress laid a 
stamp duty. Why was it not opposed by the pecjpk;? 

3. Prepare yourself to write a clear answer to the question: What is 
meant by "taxation without representation"? 

FOR YOUR NOTEBOOK 

1. The Navigation Acts. 

(Write as clearly as possible what these laws required.) 

2. The Stamp Act. 

This law wius made by in the year . 1 1 i-c(iuired (hat . 

Its purpose was to raise money for use 



The colonists opposed it, becau.se . They 

showed their disapproval by and . The act was repealed by 

Parliament in , because . Parliament, how- 
ever, still claimed the right to . 



X 

KING GEORGE AND HIS FRIENDS 

The good feeling produced in America and among America's 

friends in England by the repeal of the Stamp Act did not last 

long. Few of the members of Parliament understood 

New taxes — " 

the Town- that any plan of taxing the colonies was likely to fail, 
shend Acts, A few far-seeing men like Pitt and Edmund Burke 
''^^^ and Colonel Barre could see that it was the familiar 

English principle of self-government that the colonists wished to 
preserve; and they warned Parliament to let the whole question 
alone. But Parliament would not be advised. In 1767 a new 
taxation act was passed. Duties were placed upon glass, painters' 
colors, and other materials, also upon paper and tea. 

Once more there was excitement in America, but this time 
there were no rjots. The trouble was evidently too deep to be 
reached by "mob law." There was, however, plenty of opposition, 
although it was not of a violent kind. The assemblies drew up 
protests against the law, while the people at large resolved once 
more to stop buying British goods. Some money was paid in 
duties to the custom officers, but the amount was so small and 
the cost of collecting it so great that, like the Stamp Act, the plan 
had to be given up. But while Parliament promised to repeal 
the rest of the act, the tax on tea was kept to show that Parlia- 
ment still maintained the right to levy taxes if it chose. 

Since 1688, when the throne of England had been taken from 

James II and given to William and Mary, Parliament 

Influence o j^^^j j.(ir^jiy j-ujed the country. But there was now on 

the Enghsh '^ ^ 

king, the English throne a king who was not satisfied to be 

George III anything less than a real ruler. He took an active 

156 



KING GEORGE AND HIS FRIENDS 157 

part in political affairs. He set to work to make friends among 
the members of Parliament. 

Whom do you think he chose for his friends? The wisest and 
best men of England ? No, for if they were wise and honest, they 
would not be willing to be led by the king, but would wish to l)e 
leaders themselves. So the "king's friends," as they came to be 
known, were usually the weaker men, who would do just as the 
king wished, or even bad men, who cared nothing for right and 
wrong, but wanted to be in favor with the king. 

It was one of the "king's friends" who proposed the tax on 
tea, glass, and the other articles; and the king was perhaps the 
loudest of any in saying that the colonists must be made to see 
that Parliament could rule them in any and every way. There 
was one reason why the king and his followers were anx- 
ious to have this question of taxation and representation in 
the colonies settled. If it were once decided that Parliament 
could make laws for people who had no representatives in Parlia- 
ment, it might also settle a troublesome question at home. For 
there were in England itself many thousands of people who elected 
no representatives to Parliament. No change had been made in 
the assignment of members for two centuries, and in that time 
many new towns — large towns, some of them, such as Leeds and 
Birmingham and Manchester — had sprung up, and Taxation with- 
had no members in Parliament at all. On the other out repre- 
hand, some members in Parliament represented old sentation in 
towns which had dwindled away until there were no ^^^^^ 
voters left to elect a representative. These places were some- 
times called "rotten boroughs," and the men who represented 
them usually obtained their seats in Parliament because they 
paid money to the men who owned the land. Thus the British 
Parliament no longer truly represented the people, and many 
men in England were demanding reform. 

For many reasons King George wished no reform. He preferred 
Parliament as it was; whether the people were truly represented 



158 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 

or not did not disturb liim. "Taxation without representation" 
seemed to him perfectly proper if by it he could gain his own 
ends. So we find the king and his friends in Parliament always 
against the colonists on this question, and from this time on it 
is really the king and his friends who are responsible for the 
coming of war. The two great political parties at this time were 
the Whigs and the Tories. The king's friends were chiefly among 
the Tories, so the Tory party became the war party, and the 
Whigs the champions of American liberty. The names Whig 
and Tory soon came into use in America — Whigs for American 
rights, Tories for loyalty to the king and the British Parliament. 

THINGS TO REMEMBER 

1. Parliament passed a new taxation act the year after the repeal of the 
Stamp Act. It placed a duty on many articles imported into America. 
After much opposition in America to the law, Parliament removed the tax 
from all the articles except tea. 

2. The English king at this time was George III. He wished to have 
more power than English kings had had since James II was driven from 

the throne. 

3. The question of "taxation without representation" concerned Eng- 
land as well as America. There were many towns in England not repre- 
sented in Parliament. The king and his friends in the Tory party did 
not wish these towns to have representatives. 

4. For this reason they opposed the Americans in their struggle for 
liberty. If the American demands were refused, it would help to settle 
the question at home. 

THINGS TO DO 

1. Find the meaning of 7na]'ority, mob law, poliiical, cabinet, assignment. 

2. Discuss the questions: Why did Parliament keep the tax on tea? 
What harm can it do for a government to admit that it is wrong, and take 
back its acts ? 

3. Prepare a portfolio to contain pictures illustrating the Revolution. 
Cut sheets of light-weight mounting paper (tailors' draughting paper an- 
swers well and is not expensive) 7 by 10 inches. Punch holes in one of the 
short sides for a cord. Letter some appropriate title on the cover. Do 
it all so neatly that when the year's work is over you will be glad to keep 
the portfolio as a memento of your study. 



XI 

REDCOATS IN BOSTON 

The members of Parliament were now determined to have their 
own will, and they showed this determination in several disagree- 
able ways. The soldiers whom they had planned to Troops sent 
send for the defense of the colonies had never come ; to Boston, 
but now two regiments were ordered to Boston in the ^'^^^ 
autumn of 1768 to enforce the Townshend Acts. The king and 
Parliament regarded Massachusetts as the "hotbed of rebellion." 

The people of the town were ordered to find quarters for the 
troops. The town officers offered the old barracks at Castle 
William to the commander of the soldiers, but he refused to send 
the soldiers there. The town officers were firm in refusing quar- 
ters in the town, and finally tents were pitched on the Common, 
and the soldiers had to content themselves with camp life. 
When the weather became too cold, buildings were hired for 
them at the king's expense. Thus the people gained at least a 
partial victory. 

How those soldiers hated the people of Boston ! And how 
the people hated the soldiers ! The soldiers would swagger along 
the streets when off duty, crowding against the passers-by, ex- 
changing threats and insults with the rougher class of men, and 
"paying back" the boys who worried and tormented them. On 
quiet Sundays they would shock the people with their noisy 
drunken songs and laughter. Trouble was sure to come, and come 
it did. 

Quarrels l^etween soldiers and citizens were becoming common. 
One night, when the soldiers had been a year and a half in the 
town, one of these affairs took place in which James Otis, the 

159 



160 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 




brilliant young Boston lawyer, was involved. Otis was so severely 
beaten by a party of British officers that he afterward lost his 
mind. Street quarrels took place over trifles or over nothing at 
all. There began to be much excitement in the town. 

On an evening early in March, 1770, a large crowd gathered 
near the soldiers' quarters. There was much loud talk by both 
The Boston soldiers and citizens, and soon snowballs and sticks 
Massacre, were flying. The soldiers were ordered into the bar- 
^770 racks, and the crowd turned to torment the sentinel 

who was pacing back and forth in the snow-covered street. Cap- 
tain Preston, the officer of the day, 
thinking the sentinel might need 
assistance, crossed the street with 
seven soldiers. There, drawn up in 
line, they faced the angry crowd. 
The sight of the soldiers seemed to 
destroy what little self-control the 
men in the crowd had. Taunts and 
insults flew faster than before. Sud- 
denly in the midst of the clamor, 
gunshots rang out. In an instant 
the noise was hushed. Nearly a 
dozen forms lay prostrate on the 
snow. The clamor broke forth 
again, and this time the cry was 
that murder had been done. With 
one accord the crowd dashed upon 
the soldiers, but the governor had 
already arrived to arrest Captain 
Preston and his men. The soldiers 
were led away. The bodies of the 
four dead and seven wounded men were borne to their homes. 
The "Boston Massacre" was over. 

Probably the best-known man in Boston at this time was 






Old Statehouse in Boston 

As it looks to-day. The massacre took 
place just before this building. 



REDCOATS IN BOSTON 



161 



Samuel Adams. He was the ccaliul tiguic in the excitement 
that followed the Boston Massacre. At the great mass meeting 
held next day in the Old South Meetinghouse, he was the lead- 
ing spirit. He insisted that the soldiers must be removed, and 
the governor was finally ol)liged to order them withdrawn. At 
first the governor agreed to remove onl}^ one of the regiments ; 
but Adams, expecting this, had passed the watchword "Both 
regiments or none" among the crowd, so that when the (luestion 
was put to vote, a deafening shout went 
up, "Both regiments or none !" And the 
governor had to agree. 

Great was the indignation in Parlia- 
ment over the affair. It w^as proposed 
that Samuel Adams be brought to Eng- 
land to answ^er there for his "crimes." 
It is said that they called the two 
regiments in Boston "the Sam Adams 
regiments. " ' 

Whose was the fault of the Boston Mas- 
sacre ? Was it a massacre at all ? How 
was it different from any other street 
fight in which men have been wounded 
or killed? These are questions which 

both then and now have received many and various answers. 
To the quiet people of Boston, massacre seemed none too strong 
a name for it. To them it seemed, also, that the fault w^as all 
with the soldiers. In England they would have told you that 
the unruly people of Boston should bear all the blame. It is 
difficult to say that the responsibility lies here or there. Most 
of us will decide to leave the question an open one. But one 
thing we may say, that the Boston Massacre produced a feeling 
in the people of Boston which was not easily forgotten, and 
which made excellent soil for the springing up of revolutionary 
ideas. 




*-^a f-y^^^^Tij^a/yo'X.d 



162 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 



THINGS TO REMEMBER 

1. Parliament sent soldiers to Boston, which was considered the center 
of rebellious notions. 

2. There was much quarreling between the soldiers and the people. 

3. In a street fight some soldiers fired into the crowd, killing and wound- 
ing a number of people. This is known as the Boston Massacre. 

4. The people of Boston were very indignant. They demanded the 
removal of the soldiers, and the governor was obliged to comply. 

THINGS TO READ 

1. "The War of Independence," Fiske, pp. 71-75. 

2. "Grandfather's Chair," Hawthorne, Part III, Chapters IV and V. 
3.- "From Colony to Commonwealth," Tiffany, pp. 39-49. 

4. "Stories of the Old Bay State," Brooks, pp. 118-126. 

5. "Colonial Massachusetts," Dawes, pp. 42-50. 

THINGS TO DO 

1. Find the meaning of quarters, barracks, citizens, prostrate, mass meet- 
ing, responsibility. 

2. Place in your portfolio pictures of the Boston Massacre, Faneuil 
Hall, the Old South Church, and the Old Statehouse, before which the 
Massacre took place; also a portrait of Samuel Adams. 

3. Imagine yourself to be a Boston boy in 1770, the year of the Massacre. 
Imagine that you saw the whole affair. Write an account of it, as you 
might have told it to your mother on your return home. 

4. Discuss : Who should be blamed for the Massacre ? 

5. If you live near Boston, try to see the place where the Massacre 
occurred, the Old Statehouse, the Old South Church, and the monument 
erected in memory of the victims of the Massacre. 



XII 

THE WAR CLOUD GATHERS 

Going back once more to the question of taxation, we remem- 
ber that by the latest act of Parhament there was left only the 
tax on tea. It was a very small tax, and if it had been a ques- 
tion of money alone, probably the colonists would have paid it 
without protest. But it was not a question of money alone, and 
the colonists were as quick to resent a small tax laid by Parlia- 
ment as a large one. 

Once more the English government had mistaken the Ameri- 
can people. Once more the American people were showing the 
determination which had made the Pilgrim, the hardy backwoods- 
man of Virginia, the sturdy Dutchman of New York, the Quaker 
of Pennsylvania, what he was. Everywhere in the colonies the 
people said, "We will buy no tea." 

The king was taking with each succeeding year a larger part 
in the government. He had succeeded in getting a ])rime minis- 
ter. Lord North, who was willing in all things to follow the king's 
wishes. In fact, some one has said that during the years of 
Lord North's holding office " the king was his own prime 
minister." 

"And so the Americans will buy no tea! We must see about 
that," thinks the king. "Tea is spoiling in the storehouses of 
the East India Company because of the falling off of American 
trade ! And the East India Company may be ruined all because 
of those rebellious colonists of ours ! Something must be done !" 
And the king makes a plan. 

According to this plan, tea was to be sold so cheaply to Ameri- 
cans that even with the tax added, the price would still be lower 

163 



164 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 

than that of tea from Holland, which was now being smuggled into 
the colonies. Ships were loaded and sent out by the East India 
Tea shi s Company to several of the larger seaports in America 
sent from in the autumn of 1 773. Letters were sent appointing 
England, some one to receive the tea in each of these places, 

"^^^^ and the king confidently expected success for his plan. 

When the news reached America that tea ships were on the 
way to the principal American ports, there was stronger feeling 
than at any time since the passage of the Stamp Act. In Phila- 
delphia, Charleston, and New York the people appointed to 
receive the tea were forced to resign, but those in Boston refused 
to do so. What should be done ? Many town meetings were 
held, and advice was asked from many sister towns. The an- 
swer of all was: "Stand firm. Do not allow the tea to be put on 
shore." 

At last the ships made their appearance. The time for stand- 
ing firm had arrived. The captains antl the owners of the ships 
were asked to send them back, without unloading, to England. 
They replied that they could not do so, but if the colonists would 
permit them to put the tea on shore, they would see that none 
was sold until word could be received from England. This was 
not enough, and a constant watch was kept upon the wharf, 
where the ships laj^, lest an attempt should be made to put the 
tea on shore. 

John Fiske, who has written a history of the time, says, "Senti- 
nels 'were placed in the church belfries, chosen postriders, with 
horses saddled and bridled, were ready to alarm the neighboring 
towns, beacon fires were piled all ready for lighting upon every 
hilltop, and any attempt to land the tea forcibly would have been 
the signal for an instant uprising throughout at least four coun- 
ties." They were in earnest, these men 'of Boston. 

Attempts were made, again and again, to get permission from 
the custom-house officers for the ships to sail without unloading. 
The officers refused. At last a great mass meeting was hold in 



THE WAR CLOUD (JATHKRS 



^e)r^ 



the Old South Meetinghouse. The owner of one of the ships was 
sent to ask the governor for a pass for his ship. The meeting 
would wait. The afternoon wore away. Speeches were made, 
votes taken. It was resolved that whatever the governor's reply, 
the tea should not be put on shore. 
It grew dusky — now it was dark. 
Candles were brought in, and cast 
their flickering, uncertain light 
among the shadows. The assembly 
grew quiet. Now a bustle of enter- 
ing men tells that the ship-owner has 
returned. The governor's answer? 
It is "No." Then Samuel Adams, 
in a calm voice, which nevertheless 
reaches every corner of the dimly 
lighted room, says, "This meeting 
can do nothing more to save the 
country." 

What is that — a war whoop? 
It seems almost as though the word 
of the patriot leader i.j,g Boston 
had been a signal, the Tea Party, 
sound follows so close ^"^"^^ 
upon it. Whose are those dusky 
forms marching so silently by the 
church and down to the wharf? 
Have Indian days come again in 
Boston ? Now they board the 

ships — chest after chest of tea is handed up from the hold. 
Hatchets splinter the frail wood, and the tea is unloaded — into 
the sea ! Scarcely a sound is heard from the crowd gathered 
upon the wharf, and on board the ships everything is quiet save 
the sound of the hatchets and the soft rustle of the tea leaves as 
they find their way to the surface of the water. Now it is over. 




Old South Church, Boston 



166 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 

The ships are unloaded at last. The "Indians," who are really 
Boston citizens in Indian dress, leave the ships and disappear 
in the crowd. And this is the "Boston Tea Party." 

Was this "tea party" a riot ? Was it the act of lawless men, 
who, forgetting that might does not make right, attempted to 
gain by force what they should have sought by law? Shall we 
class it as an " act of violence," " an outrage," as some historians 



have done? Or shall wo saj- with Fiske, ''the moment for using 
force had at last, and through no fault of theirs, arrived ; they 
had reached a point where the written law had failed them"? 

Whatever our opinion may be, there is no doubt as to what 
the king and his ministers thought of it. "A fitting end to years 
of riot and lawlessness," said Lord North; and in spite of the 
protests of Edmund Burke, who made a great speech in the 
House of Commons, and of Fox, Barre, and other men Avho saw 
the dangers into which the government was blindly stumbling, 
Parliament proceeded to punish the "lawless town." The port 
of Boston was ordered closed to all vessels until the town should 



THE WAR CLOUD GATHERS 



167 



pay the East India Company for the tea destroyed. The govern- 
ment of Massachusetts was put entirely into the hands of the 
royal governor. Discussion of any sul)ject in town meeting was 
forbidden. 




Faneu;i Flail 
Still standing in Boston and known as the "Cradle of Liberty." 



Parliament now passed several laws relating to American 
affairs. By one of these, the port of Boston was j^e ^ive in- 
entirely closed to commerce. With the passage of tolerable Acts, 
these "Intolerable Acts," as they were known in ^^74 
America, the last possibility of a peaceable settlement of the 
quarrel seemed to have disappeared. 

There was a general feeling in Parliament that the Americans, 
as they soon came to be called, could be easily frightened into 
submission. General Gage, who was at home for a visit, boasted 



168 AMERICAN HISTORY FOR (iliAMMAR SCHOOLS 



that with four regiments he could very shortly make an end of 
the whole trouble. Parliament seems to have taken him at his 
word. Under the new law he was made governor of the re- 
bellious colony of Massachusetts, and speedily embarked with 
his four regiments for Boston. As soon as he arrived, the Port 
Bill went into effect. 

Scarcely any punishment could have been harder for tlu; 
people of Boston to bear. Commerce was Boston's chief industry. 
Effect of Without it there could not fail to be liardship and 

The Boston suffering. But we know the people well enough by 
Port Bill ^j-^jg time to feel sure that they would endure the 

hardship rather than submit to what they considered injustice. 

Quite contrary to the opinion of the king and his followers, 
sympathy for Boston was quickly expressed, not only by surround- 
ing towns, but by all the colonies. 
The people of Virginia or New York 
could not tell what day their own 
liberties might be attacked. "Bos- 
ton is suffering for us all," they 
thought. "If Boston is subdued, it 
will be our turn next. We must 
help Boston to resist these unjust 
laws." And so droves of cattle were 
sent to Boston, and provisions of all 
sorts, as free gifts to the people. Of 
course nothing could come by sea. 
The gifts were sent either by land, or, 
if by water, were landed at Marble- 
head or Salem. These towns had 
offered the use of their wharves to 
Boston merchants quite free of charge. 
Patrick Henrj* of Virginia, who had become known at the 
time of the Stamp Act as a fearless advocate of American rights, 
now made a speech in the Virginia assembly which roused the 




THE WAR CLOUD (lATHERS 



1()0 



whole country. He cried : " The war is actually begun ! The 
next gale that sweeps from the north will bring to our ears the 
clash of resounding arms ! Our brethren are alreaily Patrick 
in the field ! Why stand we here idle ? What is Henry's fa- 
it that gentlemen wish ? What would they have ? ^'^^^ ^^^^'^^ 
Is life so dear, or peace so sweet, as to be purchased at the price 
of chains and slavery ? Forbid it. Almighty God ! I know not 
what course others may take; but, as for me, give me liberty 
OK GIVE ME DEATH ! " The excitement 
was intense. 

It was decided that a Congress should 
be called to discuss affairs in Massachu- 
setts, as had been done in the j^e First 
time of the Stamp Act. Mas- Continental 
sachusetts was invited to ap- Congress, 
point the time and place for 
the meeting. Philadelphia was selected, 
and there on the 5th of September, 1774, 
came together what is known as the First 
Continental Congress. All the colonies 
except Georgia sent delegates, and Georgia 
agreed to indorse whatever the Congress 
might do. 

Each colony sent her ablest men. We find on the list of mem- 
bers not only Samuel Adams and Patrick Henry and George 
Washington, of whom we have already heard, but John Adams, 
John Jay, Richard Henry Lee, and others of whom the world has 
heard many times since that day. 

"And what did the Congress do?" you are thinking. A¥hat 
could it do ? It was not a lawmaking body. Its office was not 
government. It had come together to protest against the action 
of the English government, and that is what it did. A "Declara- 
tion of Rights" was passed. An address to the people of Eng- 
land was drawn up, and another to the king. Then the members 




c/inWt c/hJ!yln-yv/ 



170 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 

agreed that they would buy no British goods, and after appoint- 
ing a second Congress to meet the next May, if affairs had not 
improved, the Congress adjourned on October 26. Probably the 
greatest good done by its meeting had been the increase of good 
feeling among the various colonies. They were now ready to 
work together for a common cause. 



THINGS TO REMEMBER 

1. There was still a tax on all tea imported into America. For this 
reason the colonists would buy no tea. 

2. Several ships, loaded with tea, were sent to America by the East India 
Company. None of this tea was bought by Americans. In Boston the 
people refused to allow it to be landed. When the custom-house officers 
refused the request of the people that the ships should be sent back to Eng- 
land without being unloaded, a band of Boston citizens, disguised as Indians, 
boarded the ships, broke open the tea chests, and poured the tea into the 
harbor. This act is known as the Boston Tea Party. 

8. Parliament now passed five laws relating to American affairs ; all of 
these laws angered the colonists. 

4. The Boston Port Bill, one of these five laws, closing the port of Boston, 
caused great suffering in the city. 

5. The people of the whole country grew bitter in their feeling toward 
the home government. A Congress was called to consider what might be 
done. A closer sympathy grow among the colonies. 



THINGS TO READ 

1. "American Leaders and Heroes," Oordy, pp. 146-163. 

2. "Stories of New Jersey," Stockton, pp. 93-101. 

3. "The American Revolution," Fiske, pp. 85-90. 

4. "The Story of the Revolution," Lodge, pp. 1-12. 

5. "The War of Independence," Fiske, pp. 75-87. 

6. "Early American Orations," pp. 59-54. (Patrick Henry's speech.) 

7. "Stories of the Old Dominion," Cooke, pp. 158-179. 

8. "Colonial Massachusetts," Dawes, pp. 51-60. 



THE WAR CLOUD GATHERS 171 



THINGS TO DO 

1. Find tho monninp; of post-riders, beacon fires, outrage, submission, in- 
dorse, adjourned, intolerable. 

2. Dcsfribe as clearly as possible the king's plan for overcoming the 
objection of the Americans to paying the tax on tea. Tell why it failed. 

3. Find out the duties of custom-house officers in regard to ships which 
enter or leave a port. Why are such rules necessary? 

4. Review the events which mark the growing fec^ling of r(>sontmcnt 
between colonists and English go\-eruin(Mit. Prepare yourself to recite 
on (1) Navigation Acts; (2) Snuiggling in the colonies; {:i) Writs of 
Assistance; (4) The Stamp Act: passed, its object, opposition, repeal; 
(5) British soldiers in Boston, and the Massacre; (6) New Taxation Acts 
and their result ; (7) The Tea Tax and the Tea Party. 



FOR YOUR NOTEBOOK 
A Chronological Table of Events pointing toward War 

1645-1696. Navigation Acts. 

1761. Writs of Assistance. 

1765. The Stamp Act. 

1766. The Stamp Act repealed. 

1767. Tl^e Townshend Revenue Acts. 

1768. Quartering of troops in Boston. 
1770. The Boston Massacre. 

1773. The Boston T(>a Party. 

1774. The "Five Intolerable Acts." The First Continental Congress. 



XIII 



THE STORM BREAKS 

Instead of being frightened into submission by General Gage 
and his four regiments, it began to look as if the people of Massa- 
Preparations chusetts were even daring to think of resistance with 
for war in guns and swords, if need be. There was, indeed, 
New England scarcely a village in all New England in which mili- 
tary preparations might not be seen. All through the fall and 

winter the militia companies 
were drilled. Certain men in 
each company were set apart 
as " minutemen." These 
were to hold themselves 
ready "at a minute's notice" 
to drop plow or ax or hammer, 
to spring from their beds at 
midnight if need be, when the 
alarm should come. For the 
colonists were waiting for 
General Gage's soldiers to 
strike the first blow. Hand 
in hand with the drilling of 
the militia went the gathering 
of military stores. This was 
slow work, for ammunition 
was not easy to obtain, safe places for storage were hard to find, 
and General Gage was on the alert. 

In the winter, orders had been sent to Gage to seize Samuel 
Adams and his friend, John Hancock, another Boston patriot 

172 





The Colonies at the Outbreak of the Revoluti 



THE STORM BREAKS 



173 



whose deeds were rousing the wrath of the king and his friends. 
Adams and Hancock were to be sent to England to be tried 
there for their misdeeds. Gage found it a Httle hard to carry- 
out these orders, but at last he believed his opportunity had 




', * .-- I, ,, ' , '-^ 




.MAiJSACnrsSKTTS 




J' K ^ 



%, 0" 



\ 



1 - ■■! 4 ft 



Boston and Vicinity 

The first blow of the war was struck at. 
Lexington, April 19, 1775. The 
British troops withdrew from Bos- 
ton, Marcli 17, 177(5. 



come, \\ hen he li(!ard that the two friends would pass the night of 
April 18 in the village of Lexington, eighteen miles from Boston. 

General Gage planned a double expedition. Eight 
hundred men were to set out by night, and, if pos- Gage's expedi- 
sible, without the knowledge of the townspeople. ,'°" "^ exmg- 
Going first to Lexington, they were to seize the rebel cord, April i8, 
leaders. Then they were to march to Concord, a 1775 



174 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 



Warning 
given by 
Paul Revere 
and William 
Dawes 



neighboring village, where they were to destroy the military stores 

which General Gage knew the colonists had been collecting there. 

The night of the 18th came. The British soldiers silently 

formed outside the barracks, and as silently began their march. 

But stealthy watchers, 
who were Sons of Liberty, 
saw every movement, and 
the soldiers were not the 
only men to leave Boston 
^ that night. While the " regulars " 
were marching, at first cautiously, 
with no sound but hushed footfalls, 
then, when the town lay like a heavy 
shadow behind them, more freely 
and with heavier tread, two horse- 
men were speeding along two lonely 
country roads, — William Dawes and 
Paul Revere, — going out to warn 
Adams and Hancock to escape their 
would-be captors, and to give the 
alarm in Lexington and Concord, 
that the minutemen might be as- 
sembled and the stores safely hidden 
Now known as Christ from prying British eyes. 

On through the dark night they 
rode, and wherever either paused to shout his message of alarm, 
lights began to twinkle in farmhouse windows, doors to clatter, 
and hastily dressed men to appear and hurry off into the night. 
Soon bells began to ring, adding their notes of alarm to the un- 
usual disturbance. Dawes and Revere met at Lexington, and, 
together with a third horseman, hurried on to warn the people 
along the road to Concord and in Concord village itself. Their 
work was well done — to realize how well, we must wait until 
the story of the day just breaking in the east is done. 




The Old North Church 

From which a signal was shown to Paul 
Revere. 
Church. 



THE STORM BREAKS 



175 



It is sunrise. When the first rays shine upon the green in 
J.exington, they fall on fifty or sixty Lexington minutemen, with 
a brave p^g^t at 

old soldier Lexington, 
who had April ig, 
been with '^^^ 
Wolfe at Quebec, at 
their head. They 
show dusty columns 
of red-coated soldiers 
just coming in sight 
along tile road; they 
will soon disclose the 
first bloodshed of the 
American Revolution. 
''Stand your ground. 
Don't fire unless you 

are fired upon," says Captain Parker to the minutemen; "but," 
and I fancy his face grows stern as he speaks, "if they want a 
war, it may as well begin here." The redcoats are close at hand, 
with Major Pitcairn at their head. " Disperse, ye rebels, disperse," 




Lexing'ton Common 
Stouo marking line of luiuutenieu. 



r% 


1 


k 


4fl 


HBWff -'i!£f^' ,-'■''.,' jh^'M 




^^^M 





The Battle of Lexington 



176 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 



he cries. The iniiiutemen stand firm. Angrily Pitcairn repeats 
his command, and follows it by an order to his men to fire. They 
hesitate. The major fires his own pistol. Then the muskets of 
the regulars ring out, and the minutemen are l^eginning to return 
the shots. But Parker orders them ])a('k — the fight is too un- 
equal. Eight men are killed, and ten wounded. The war has 
begun ! 

Adams and Hancock cannot Ijc found, and there is nothing to 
keej) the soldiers longer in Lexington. The first part of the 
expedition is a failure. They hurry on to 
Concord to destroy the stores. Here again 
failure awaits them. The stores, like the 
rebel leaders, have disappeared. A few 
cannon and some barrels of flour are all the 
soldiers can find. These they destroy, and 
are busy chopping down the liberty pole and 
setting fire to the courthouse, when some- 
thing not in the British plan happens. 

While the sun has been creeping higher in 
the blue April sky, minutemen have been 
Fight at hurrying to Concord from all 

Concord the countryside. There are now 

more than four hundred of them gathered on 
the hill just over the river from the village. 
Two hundred British soldiers guard the 
bridge across the river. The minutemen 
sweep down upon them. There is firing on 
both sides. The minutemen charge across the little bridge. The 
redcoats yield — are driven back. The bridge is won. The 
minutemen rest on their arms. The soldiers fall back into 
Concord village. 

It is noon. The soldiers are beginning their march back to 
Boston. The things they were sent to do they have not accom- 
pUshed. They are tired and hungry; but they dare not rest, 




The Minuteman at Concord 



THE STORM BREAKS 



177 



for the country seems swarming with minutemcn. They must 
get back to the shelter of the men-of-war in Boston harbor. Even 
now as they start muskets begin to rattk>, and an occasional ball 
to fall among them. As they march along the road the minute- 
men follow through neighboring fields and orchards. Behind 
trees, kneeling in the shadow of the stone walls, — everywhere, 




The Struggle at Concord Bridge 



it seems to the tired and confused soldiers, — the rebels await 
them. They must march faster. Now they turn and fire a 
volley against their almost unseen pursuers. Now on again - 
all order is lost. The British soldiers are flying for their lives. 

It is two o'clock. The soldiers have reached Lexington. Here 
they are met by Lord Percy with twelve hundred men. These 
are formed into a hollow square, in which the exhausted men are 
inclosed, and shut away from their pursuers. After an hour's 

N 



178 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 

rest, the march is resumed. The old story is repeated. So large 
is the number of Americans swarming before, alongside, behind 
the soldiers, that one officer says, "It seems as though they have 
dropped from the clouds." Faster and faster go the troops, and 
no attempt is made to keep the order of the lines. Again it is a 
flight for life. 

It is sunset. The troops are at last in sight of Charlestown 
and the protection of the men-of-war. They are running now at 
full speed. The road for miles back is strewn with dead and 
wounded, but there is no time to stop for them. Muskets are 
thrown away, and the scarlet coats are powdered with dust and 
spattered with mire. At last the town is reached and the shelter 
of the guns. 

The day of Lexington and Concord is done. It has been only 
a little battle, scarcely a skirmish, but a great day for the world. 
It is the people's day, and it means that in years to come it shall 
be the people who will rule the world. 

THINGS TO REMEMBER 

1. The colonists began preparations for a possible war. Companies 
of militia were drilled, and military stores collected. 

2. General Gage planned an expedition to Lexington and Concord, to 
capture Samuel Adams and John Hancock, and to destroy American mili- 
tary stores. 

3. The British soldiers left Boston on the night of April 18, 1775. The 
following morning they exchanged shots with a party of minutemen as- 
sembled on Lexington green. Later, in Concord, the British were at- 
tacked by several hundred minutemen, who drove the British back, and 
who followed them all the way back to Boston, so that the British retreat 
became really a flight for life. 

4. This day, April 19, 1775, marks the actual beginning of war. 

THINGS TO READ 

1. "The American Revolution," Fiske, pp. 120-125. 

2. "The Story of the Revolution," Lodge, pp. 25-40, 42-52. 

3. "American Leaders and Heroes," Gordy, pp. 165-174. 



THE STORM BREAKS 179 

4. "The Boston Tea Party," Watson, pp. 22-43. 

5. "The Boys of 76," Coffin, pp. 17-41. 

0. "From Colony to Commonwealth," TifFany, pp. 70-11 i. 
7. "Paul Revere's Ride," Longfellow. 

THINGS TO DO 

1. Find the nioanins; of veteran, military stores, stealthy, disperse, volley, 
skirmish. 

2. Discuss the meaning of the inscription on the statue of the minute- 
man : "Here once the embattled farmers stood, and fired the shot heard 
round the world." 

3. Discuss the results of the Lexington and Concord fights. 

FOR YOUR NOTEBOOK 

April 19, 177."), the Revolution began at Lexington and Concord. 
(If possible j)iace a picture of Revere's Rido here.) 

A hurry of hoofs in a village street, 

A shape in the moonlight, a bulk in the dark. 

And beneath, from the pebbles, in passing, a spark 

Struck out by a steed flying fearless and fleet: 

That was all ! And yet, through the gloom and the light, 

The fate of a nation was riding that night; 

And the spark struck out by that steed, in his flight, 

Kindled the land into flame with its heat. 

In the books you hav(> read, 
How the British regulars fired and fled, — " 

How the farmers gav(! them ball for ball, 
From behind each f(>nce and farmy.ard wall, 
Chasing the redcoats down the lane, 
Then crossing the fields to emerge again 
Under the trees at the turn of the road, 
And only pausing to fire and load. 

— Longfellow. 
Obtain pictures of the Old North Church, Lexington green, the fight at 
Lexington, Concord bridge, and the statue of the minuteman. Place these 
in your portfolio, or in your notebook. 



XIV 



CONGRESS IN PHILADELPHIA — WAR IN BOSTON 

The news of Lexington and Concord spread like wildfire through- 
out New England. Men from at least twenty-three towns arrived 
in time to have a share in the fight, and more were coming all 
the time. In less than a week General Gage found himself and 

his soldiers shut up in Boston 
l)y a long semicircular line of 
sixteen thousand Americans, 
extending from Charlestown 
to Jamaica Plain. And thus 
matters stood when the 
Second Continental Congress 
assembled in Philadeli)hia 
early in May. 

Many of the members of 
this Second Congress had at- 
tended the first. 
The most promi- 
nent among the 
patriot leaders 
were all there, and with them 
a man perhaps better known 
to-day than any of them 
except Washington. Benjamin Franklin was already an old man 
when the Revolution began. He was in his seventieth year, but 
strong in mind and body, and with a long life of usefulness to his 
fellow-men to look back upon. You must read something of that 

180 




Second Conti- 
nental Con- 
gress, May, 
1775 



Independence Hall, Philadelphia 



CONGRESS IN PHILADELPHIA — WAR IX BOSTON' 181 

life, so that you can understand the respect and veneration his 

fellow-Americans had for him. 

Much had happened since the First Congress had come to an 

end in the autumn. The news from Boston was still uppermost 

in every one's mind, until the story of Ethan Allen ^ ^ , 
•^ ' '' Capture or 

roused new opinions and discussion. Allen, with a Ticonderoga, 
party of his "Green Mountain Hoys," had cros.sed ^^y ^o. 
from Vermont into New York, and, surjjrising the ^^^^ 
garrison at Fort Ticontleroga, had seized the fort and with it a 
large quantity of arms and amnumition. At the same time an- 
other company of the Green Mountain Boys had captured Crown 
Point. The Hudson Valley was in the hands of the Americans. 

This deed of Allen and his men at first met with disapproval 
from many. This was not "defensive warfare"; it was a direct 
attack upon the British. But the spirit of war was growing 
rapidly, and at length Congress voted to garrison the forts, and 
soon after, to adopt the army at Boston as a "Continental Army." 

In selecting a commander for this newly adopted army the 
Congress performed one of the wisest acts of its whole existence. 
The choice fell unanimously upon George Washing- 
ton, and we know to-day how nobly he performed the made Tom- 
duties of the position. Modest in his acceptance, as mander in 
the truly great are always modest, Washington said: chief, June i6, 
"Since the Congress desire, I will enter upon the ^^^^ 
momentous duty, and exert every power I possess in their service 
and for the support of the glorious cause. But I beg it may be 
remembered by every gentleman in the room that I, this da}", 
declare with the utmost sincerity, I do not think myself equal to 
the command I am honored with." 

A few days after his election, he set out for Boston, but before 
he reached the town, still another blow had been struck for free- 
dom. A new British commander, General Howe, had arrived 
with soldiers enough to make the British force ten thousand men. 
The New England army, ill-supplied and undisciplined as it was, 



182 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 



The battle of 
Bunker Hill, 
June 17, 
1775 



still remained in its position, shutting the British inside the town. 
The object of the Americans was to force the British to take to 
their ships and leave Boston, Of course, with no fleet, this was 

the most the Americans could 
hope to accomplish, and even 
this was to be slow work. 

The location of Boston is 
such that the British could 
not be safe in the 
town without 
holding two posi- 
tions of impor- 
tance in the neigh) )orhood. 
These were, either Breed's 
Hill or Bunker Hill in Charles- 
town, and Dorchester Heights 
on the other side of Boston. 
The Americans, eager to drive 
the British from the town, re- 
solved to fortify Bunker Hill. 
On the night of the 16th of 
June, sixteen hundred men 
were sent out under Colonel 
Prescott to fortify it. On 
reaching the spot, Prescott resolved to go a step farther and 
take possession of Breed's Hill. There his men began throwing 
up earthworks. 

In the morning the British generals saw with astonishment 
what had been done. It would never do to allow the rebels to 
remain there. With a few cannon on that high ground they 
could drive the British to their ships. Preparations to attack 
the hill were made. There was one sure way of dislodging the 
Americans. The British had only to go around by sea, and, 
taking possession of Charlestown Neck, keep the Americans 




The Spirit of "76 



CONGRESS IN PHILADELPHIA — WAR IN BOSTON 183 



where they were, and wait until liunger forced them to surrender. 
Prescott liad not thought of tliat when he selected Breed's Hill 
instead of the one he was sent to fortify. Prescott's blunder, 
however, was more than balanced by that of the British generals. 
The sea route was too slow for them. It would l)e easy enough 
to charge the rebels on the hill and drive them off. There wasn't 
any fight in them. So thought the British 
generals. So soon had they forgotten 
Lexington. 

General Howe took command of tlie 
attacking party. Up the hill came the 
soldiers with their scarlet coats bright in 
the sunshine. Prescott's command to his 
men had been, "Don't fire until you can 
see the whites of their eyes.'"' The men 
obeyed. When they did fire, even trained 
Ikitish regulars could not long withstand 
such fearful volleys. The ranks were 
broken ; and the soldiers retreated down 
the hill. Again they formed, advanced, 
met the American fire, and retreated ; the 
Americans were jubilant. So long a time 
elapsed it was thought the soldiers were 
not going to try it again. But they did, and the Americans now 
found with dismay that their powder was almost gone. There 
was nothing left but retreat or capture. The Americans retreated, 
and left the British in possession of the hill. 

This then was a British victory, but it was a hardly won vic- 
tory after all. "I wish we could sell them another hill at the 
same price," said Nathanael Greene. The Americans were any- 
thing but downcast at their defeat. Had they not twice driven 
back trained British soldiers ? And the British were not very 
joyful over their victory. Their respect for the Americans as 
fighters had grown amazingly. 



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Prescott Statue, Bunker Hill 



184 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 



Messengers bearing the news of Bunker Hill met Washington 

not far from Philadelphia. He listened to the story, asking but 

one question, "Did the militia fight?" then pressed on toward 

Boston. Arriving there, he took formal command of the troops, 

and entered on a slow and difficult piece of work, — to make an 

army of the fourteen thousand 

undisciplined men before him. 

The autumn and winter in 

Boston were uneventful, but 

Washington's work during that 

time cannot be too highly 

praised. Until Fel^ruary he 

had not powder enough to 

dare attempt an attack, but 

he used the time of waiting so 

well that when the moment to 

act came, the army, as well as 

its commander, was ready for it. 

Meanwhile Washington had 

sent an expedition to Canada. 

_ .... . It was hoped that 
Expedition to ^ 

Canada, in the Canadian 
the winter colonists might be 
of 1775 



induced to join in 
the war, but this hope was 
never realized. The expedi- 
tion had as its object the tak- 
ing of Montreal and Quebec, and the command was given to two 
able ofiicers, Montgomery and Arnold. They were to approach 
Quebec by two different routes, and to meet in an attack on the 
city. The story of their adventures — of Arnold's terrible journey 
through the woods of Maine, of the night attack on Quebec in the 
midst of a blinding snowstorm, of Montgomery's death — is one 
of thrilling interest, but it is the story of failure, nevertheless. 





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The Expedition to Canada and Washin^on's 
Line of IVIarch to New York 



CONGRESS IN PHILADELPHIA — WAR IN BOSTON 185 

To return to affairs in Boston — Howo made a blunder in not 
fortifying Dorchester Heights. Washington, as soon as the 
arrival of the cannon from Ticonderoga made it Fortification 
possible, seized the heights, and once more the of Dorchester 
British awoke one morning to find American earth- Heights, 
works overlooking the town. Once more the British ^^ ' ^^^ 
prepared to attack, but several days of storm delayed them, until 
the works were too strong. Washington's cannon could now be 
fired into the British camp. Howe was obliged to give up, and 
he agreed to leave Boston. On March 17, 1776, the British sol- 
diers boarded their ships, while Washington and his men entered 
the to^^^l. The war in New England was over. It remained to 
be seen what plan the British would adopt next. 

THINGS TO REMEMBER 

L. Minutoincn continued to arrivo on the outskirts of Boston until the 
British were quite shut in the city by thcMn. 

2. A party of New P>nglanders seized Crown Point and Ticonderoga. 

3. The Second Continental Congress met a short time aft(>r the fighting 
had thus actiuilly begun. 

4. The Congress adopt(>d tiic militia at Boston as llie "Continental 
Ai-my," electing George Washington as commander iii chief. 

5. Before Washington reached Boston to take command, a real battle 
had taken place there, on Breed's Hill, in Charlestown. The Americans 
were driven from the hill, but only after hard fighting by the British, and 
when the Americans had exhausted their supply of powder. 

6. In the spring, by fortifying Dorchester ITeights, Wasliington .suc- 
ceeded in forcing the British to leave Boston. 

THINGS TO READ 

1. "The American Revolution," Fiske, pp. 1.36-144, 165-169. 

2. "The Story of the Revolution," Lodge, pp. 70-90, 97-117. 

3. "Children's Stories of American Scientists," Wright, pp. 66-89. 

4. "American Leaders and Heroes," Gordy, pp. 175-187. 

5. "The Printer Boy," Thayer. 

6. "George Washington," Scudder, pp. 131-155. 

7. "George Washington," Ilale, pp. 137-185. 



186 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 

8. "George Washington," Hapgood, pp. 89-144. 

9. "A Short History of the Revolution," Tomlin.><on, pp. 42-84. 

10. "The Boston Tea Party," Watson, pp. 27-75, 174-182. 

11. "The Story of Massachusetts," Hale, pp. 266-282. 

12. "The Boys of 76," Coffin, pp. 42-81. 

13. "Grandfather's Chair," Hawthorne, Part III, Chapter VIII. 

14. "Grandmother's Story of Bunker Hill Battle," Holmes. 

15. "The War of Independence," Fiske, pp. 87-94. 

THINGS TO DO 

1. Find the meaning of prominent, veneration, defensive, warfare, unani- 
mously, jubilant, formal. 

2. Compare the action of Ethan Allen and the "Green Mountain Boys" 
with that of the Massachusetts men who fought at Lexington. 

3. Discuss: How had Washington's early life fitted him for his new 
work ? What particular events in his experience may have helped to form 
his judgment of military affairs ? 

4. For your portfolio: Washington's portrait, the "Washington 
Elm"; the battle of Bunker Hill, Bunker Hill Monument, the Prescott 
statue; Franklin's portrait: his birthplace, his printing press; the ruins of 
Crown Point and Ticonderoga. 

5. If you live near Boston, visit Bunker Hill. 

FOR YOUR NOTEBOOK 

1. Make a map to illustrate the war around Boston. Show Lexington, 
Concord; the position of the Americans in their semicircular line around 
the city; Breed's Hill and Bunker Hill in Charlestown; Dorchester Heights. 

2. Facts about Benjamin Franklin. (Portrait.) 

His boyhood ; his work as a young man ; how he became fa- 
mous; his public services before the Revolution began. 

3. The Story of Ethan Allen at Ticonderoga. 

4. A Brief Review of Washington's Early Career. 

Born in in the year ; studied , and was sent in 1748 to the 

valley to lands there; made a public surveyor; appointed 

in the Virginia militia; sent at the age of by Governor Dinwiddle to 

; in command of militia, attacked at Fort , and ; made a 

member of General 's staff; was present at his defeat and death. 



XV 

CUTTINC, THE COLONIES IN TWO 

There was great rejoicing everywhere when Howe and his 
soldiers, with about a thousand Tories, set sail from Boston for 
Hahfax. Of course, every one knew that this was not the end 
of the war, and that the soldiers were sure to appear somewhere 
else, probably in New York. That city was certain to be attacked. 
In many ways it was the most important city on the continent, 
and if the British should get possession of it, its position mid- 
way between New England and the southern colonies would 
make it possible almost to cut the colonies in two. So Howe 
was daily expected to appear in New York harbor, and Washing- 
ton began making preparations to meet him there. 

In the meantime little of importance in a military way took 
place, but through the spring and early summer all eyes were 
turned upon Congress and the questions being debated there. 
As early as the previous autumn Congress had advised each 
colony to make a new government for itself. It had also ap- 
pointed committees to confer with foreign powers. Congress was 
fast losing its hesitating spirit. Now, in the spring of 1776, there 
began to be talk of nothing less than independence, of breaking 
away from the mother country, and forming a nation in this 
western world. At first many in Congress and in the colonies 
which the members of Congress represented were opposed to 
such a plan. It seemed a very daring step. But many things 
occurred to change the minds of those who hesitated. One of 
these things was the news that the king had hired twenty 
thousand German troops to send to America. The feeling for 
independence grew until, by the end of June, twelve of the 

187 



188 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 

thirteen colonies had instructed their delegates in Congress to 
vote for independence when the question should come up for 
decision. 

The matter had been referred to a committee, and in due time 
the committee presented to Congress a paper which we know 
TheDeciara- ^""^ ^^^^ "Declaration of Independence." This paper, 
tion of inde- largely composed by Thomas Jefferson, was read to 
pendence, the gravely silent members. Then John Adams 
Ju y 4, 177 arose, and spoke in its favor. His speech was con- 
sidered in liis day a wonder of oratory. We have no record of 




The Declaration of Independence 
From the painting by Trumbull. 



his words, but we know that there was little need for any one else 
to speak for the Declaration when he had finished his appeal. 
The vote was taken by colonies. Nine were for, three against, 
New York casting no vote. It was moved to put off final action 
until the next day. Then, on July fourth, the Declaration was 



CUTTING THK COLONIES IN TWO 



189 




Thomas Jefferson 



formally passed, and the birth of the nation was accomplished. 

There was great rejoicing everywhere. 

The United States, however, had many troublous days before 

it; the independence it had declared was 

yet to be won, and even while C'ongress 

debated, Howe's fleet made its appearance 

in New York Bay. 

Washington saw clearly what no one 

but himself seemed to realize — that he 

could not hope to hold New ^^^^lQ ^f 

York with no more than Long island, 

eighteen thousand men. But August 27, 

since Congress and the people ''^^ 

expected him to fight, he set to work 

quietly, dividing his men so that no im- 
portant point should be left unguarded. 

Half the army, under Putnam, was sent 

to hold Brooklyn Heights. These heights were as important to 

an army in New York as Bunker Hill or Dorchester had been 

in Boston. Eight or nine thousand men could do little if Howe 
should send all his force, as he probably would 
do, to attack Brooklyn. Still, Washington 
must make the effort. 

Near the end of August the expected attack 
came. Howe landed about twenty thousand 
men on the Long Island shore at Gravesend, 
and, on the 27th, dividing his army into three 
parts, he attacked the Americans, who were 
outside their works, on almost all sides at 
once. The result was what might have been 
expected. The Americans could do nothing 
against such a force. About a thousand of 

th(>m were taken prisoners, and the rest driven into the works 

on Brooklyn Heights. At this point, as night was approaching, 




Liberty Be 



190 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 



Howe concluded to wait until the next 
day before storming the works ; and the 
next day he still delayed, perhaps re- 
membering Bunker Hill. Washington 
had meanwhile come over from New 
York with more men, but when he saw 
that Howe was preparing to besiege the 
fort, he knew that he could do nothing 
but withdraw. He 
saw, too, that Howe 
might at any mo- 
ment bring up his 
fleet so as to cut 
off all chance of re- 
treat, and he re- 
solved to act at 
once. 

On the night, 
then, of the 29th, 
we might have seen 
a strange fleet of 
boats gathered on 
the Brooklyn side 
of the East River. 
There were row- 
boats, scows, 
yachts, fishing 
smacks, — boats of 
every description, 

The New York Campaign 

General Howe landed at Staten Island, June 28, 1776 ; crossed to Gravesend, August 22 ; battle 
of Long Island, August 27 ; Washington retreated across the East River, August 29, and 
proceeded up the Hudson ; Howe took possession of New York, September 15 ; attacked 
Washington at White Plains, October 28 ; Washington retreated to North Castle and then 
into New Jersey. 




CUTTING THE COLONIES IN TWO 



191 



large and small. Vrashiii<>;ton had gathered them to ferry his 
troops across the river. All night long the l)oats plied silently 
back and forth. Men, cannon, provisions, ammuni- Washington's 
tion, — everything was safely removed except the retreat from 
heaviest of the guns. Long island 

During the first part of the night, the moon shone brightly, 
but the British were so sure that the enemy were safe within the 




Washini 



it from Long Island 



fort, that they took no trouble to watch them. And later, as 
the dawn was approacliing, and might have shown only too plainly 
what was going on, a thick fog came up, and dropped its gray cur- 
tain all about the scene on the shore. All night long Washington 
had been in the midst of the embarking soldiers, watching, 
directing, encouraging, and it was only when at seven o'clock the 
last boatload of men was on its way that he crossed the river 



192 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 



himself. The British soldiers stirred into life at last, only to find 
that they were besieging an empty fort. Their astonishment 

knew no bounds. 

Washington knew that having lost 
Brooklyn he could not hope to hold 
Washington's New York, but he in- 
retreat across tended to make the British 
New Jersey work as hard for it as pos- 
sible. The story of the next six weeks 
is the story of Washington's retreat 
from one position to another, holding 
each until it was safe to do so no 
longer, and then always escaping the 
traps Howe set to catch him. Not a 
victory did Washington gain, but his 
defeats were almost as good as vic- 
tories. The middle of November found 
Washington in New Jersey, and the 
first campaign in New York at an 
end. 

The first British blow at the center 
had been struck, and though Howe 
Avas in possession of New York City, 
and though every movement of his 
troops had been apparently a success, the end of the war was as 
far away as ever. The American army was not crushed. The 
line of the Hudson was not in British hands. Howe had taken 
NcAv York — and that was all. 




Nathan Hale 

A youiig American who was hanged 
aa a spy by the British. He died 
bravely, saying, "I only regret 
that I have but one life to give 
for my country." 



THINGS TO REMEMBER 

1. On July 4, 1776, Congress passed the Declaration of Independence, 
which declared the colonies free from British rule. 

2. The British attacked New York, hoping to obtain control of the 
Hudson, and so cut off a]) communication between New England and the 
other colonics. 



CUTTING THE COLONIES IN TWO 193 

3. Howe succeeded in taking New York City, but Washington, by a 
skillful niglit retreat, withdrew his army, thus saving it from capture. 

4. Washington was obliged to retreat into New Jersey. Howe was 
left in possession of New York, but the upper Hudson was in the hands of 
the Americans. 

THINGS TO READ 

1. "The American Revolution," Fiske, pp. 210-212. 

2. "Stories of the Old Dominion," Cooke, pp. lSO-187. 

3. "A Short History of the Revolution," Tomlinson, pp. 85-95, 102-131. 

4. "Campaign of Trenton," Drake, pp. 11-49. 

5. "The Children's History Book," pp. 43-164. 

6. "Independence Bell," Anonymous. 

7. "Supposed Speech of John Adams," Webster. 

8. "The Boys of 76," Coffin, pp. 91-110. 

9. "The Patriot Schoolmaster," Butterworth. 

10. "Two Spies," Lossing. 

11. "The War of Independence," Fiske, pp. 97-115. 

12. "George Washington," Hapgood, pp. 1.53-1.57. 

THINGS TO DO 

1. Find the meaning of debafeil, confer, oratori/, foreif/n, hesieijc, scows, 
campaiijn. 

2. Learn the date of the Declaraticjn of Indcpcirdence. 

3. Prepare yourself to write a clear answer to the cpuvstion : AVliy did 
each side consider it important to control the Hudson? 

4. Discuss the question: Did Washington accomplish any good by 
the New York campaign ? Defend your opinion. 

5. Compare Washington and Howe as generals, from what you have seen 
of them in the two campaigns studied. What quality in each impresses you ? 

6. Questions for brief or written answers: — 

How long had war been in progress (November, 1776) ? What two cam- 
paigns had been carried on ? What had the British accomplished ? What 
had the Americans accomplished ? 

7. Ask your teacher to tell you the story of Nathan Hale. 

8. For your portfolio: Tiamibull's Declaration of Independence, In- 
dependence Hall, the Liberty Bell. 

FOR YOUR NOTEBOOK 

1. Make a map to illustrate the New York campaign. 

2. Write a paragraph describing the retreat after the battle of Long 
Island. Make the picture as real as possible. 

o 



XVI 

SOME HOLIDAY HAPPENINGS IN NEW JERSEY 

To us, to-day, looking back upon the events we read of in the 
last chapter, it is easy to see that Washington did all that could 
be done with the forces at his command, — that he really did a 
great deal, in fact. The people of the newly formed United 
States, however, saw merely defeat and disaster, and discourage- 
ment was everywhere felt. The soldiers of the Continental army 
shared this feehng, began to lose hope, and to long for their homes 
again. The first great excitement was over. The terms of enlist- 
ment of many of the companies of militia expired, and the men 
could not be induced to remain. 

The main army, under Washington, had been obliged to con- 
tinue its retreat across New Jersey, closely followed by a large 
body of the British under Lord Cornwallis. By the time the 
Americans reached Princeton, there were but three thousand of 
them left. It would never do to risk a battle, and Washington 
could only retreat once more. He led his little army across the 
Delaware early in December, and, to prevent the British from 
following, carried with him every boat that could be found on 
the east bank of the river for miles. 

The British reached the river, and Cornwallis was eager to 
gather boats and follow the Americans into Pennsylvania; but 
Howe, who had just come on from New York, thought it best to 
wait a few days in the hope that the river would freeze over, 
and so save the trouble of finding boats. The army was spread 
out along the river, with its center at Trenton. There seemed 
nothing to do but wait, so Howe and Corriw^llis both returned 
to New York for the Christmas holidays. 

194 



SOME HOLIDAY HAPPENINGS IN NEW JERSEY 195 



The (lifficulties \\'ashiii<2;toii had to face during the last month 
of tlie dying year of 177G would have daunted a man less hrave 
than he. He had to watch his artny dwindle away day by day; 
he had to remember that on New Year's Day many more of 
them woukl reach the end of their terms, and would General 
probably go home. He had to suffer from the plot- Charles 
tings and disobedience of one of his genin-als, Charles ^^® 
Lee, who had l)een placed in charge of half the army, and who 
was the cause of great troul)le 
to the commander. Lee had 
l)een left b(>hind at North- 
castle with his division, and 
w'hen, early in the retreat 
across New Jerse}^ Washing- 
ton had sent word to him to 
join the main army, Lee had 
l)retended not to understand, 
or to regard the orders as mere 
advice. Later, in the face of 
repeated and positive orders, 
he still disobeyed, and when 
he finally did set out, he 
wasted day after day on the 
road, until Washington's pa- 
tience was sorely tried. 

Fortunately for Washington 
and for the American people, 
Gen(^ral Lee was somewhat 

(careless one night in sleeping at a wayside tavern several miles 
from his army. Here he was captured by a party of British 
scouts and carried off, rather scantily clad, to the British lines. 
The Americans at the time thought this a great misfortune, but 
time has proved that it was not. It is now known beyond a 
dou})t that Lee was doing all he could against Washington, in 




'^i^^^- 



A Continental Soldier 



196 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 

order that he might secure the great commander's position for 
himself. 

These were dark hours for Washington and for the success of 
the Revolution. It seemed as though any day might see Wash- 
ington without an army, and the people with no heart to continue 
the war. The British commanders offered to i)ardon all who 
during the n(\\t sixty days slunild jiledge allegiance to the British 
government; and in less than ten days more than three thousand 
of the people of New Jersey ac(H'i)ted the off(>r. 

Washington saw that something must l)e done to revive the 
sinking courage of his countrymen, to inspire confidence in Con- 
gress, to show the British that America was not yet crushed. 
And this is what he did. 

The forces that had been under Lee's command had reached 
the main army at last. Washington now had six thousand men. 
The British had thirty thousand in New York and New Jersey, 
with three strong divisions facing the Americans on the Delaware. 
The center of the British force consisted of twelve hundred Hes- 
sians under Colonel Rahl at Trenton. Washington believed that 
he could make a successful attack upon them, and he carefully 
laid his plans to do so. 

On Christmas night, while the Hessians were celebrating 
Christmas in good German fashion, four detachments of the 
The attack American army were to cross the Delaware, and to 
on Trenton, Combine in an attack upon the town. By the time 
December 25, ^]^g Americans reached Trenton it was expected that 
the Hessians would be sleeping off the effects of their 
gayety, and it would be easy to capture them all. 

The appointed day came, cold and stormy. By night the air 
was full of sleet and snow. The biting winds blew the floating 
ice here and there in the river, making it almost impassable. 
When Washington reached the river bank, word was brought to 
him that for one reason or another every one of the thre(> detach- 
ments that were to aid him had failed. But neither storm nor 



SOME HOLIDAY HAPPENINGS IN NEW JERSEY 



197 



danger from tho floatinji; ice nor failure to receive the aid he had 
expected could keep him ])ack now. 

It took ten hours of terrible labor to get the men safely across, 
and it was four o'clock in the morning before the little army was 
ready to begin its march of nine miles to Trenton. Everything 
took place as Washington had expected. The Hessians, roused 
from the heavy sleep which followed their carousals of the night 




Washington crossing the Delaware 
I'Voiii I.ovitze's painting in thi Metropolitan Museuiii "f Ar(, New York ('its. 



before, \vei-e too bewildered to tight, and nearly a thousand of 
them, \\itli all their arms, were captured. The Americans lost, 
but two men in the fight, and (wo who were frozen to death on 
the way. 

Here, at last, was a victory, and its effect upon army antl 
people was as great as even Washington could have wished. And 
the general had not finished yet. Cornwallis cut short his Christ- 
mas festivities in New York, and hastened to attack Washington 



198 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 



at Trenton. Leaving two thousand men at Princeton, Corn- 
wallis marched toward the American camp "to finish this busi- 
ness up." All along the road the British 
were worried by skirmishing parties sent out 
by Washington, so that it was nearly night 
Avhen they finally reached the American 
camp. It seemed best to Cornwallis to wait 
until morning to make an attack, as it had 
seemed best to Howe at Brooklyn. And, as 
on that occasion, it seemed best to 
Washington not to be there when 
morning came, Cornwallis sent for 
his two thousand men at Princeton 
to join him in the morning, 
and went comfortably to bed, 
saying, " Now we have the 
old fox," never dreaming that 
the "old fox" was even then 
creeping away with his army 
toward 
Princeton. 

It is quite 
true that 
the British 
sentinels 
heard the 
noise of 
men work- 
ing on the 
American 
intrench- 

ments all night, and saw all night the light of American camp 
fires. But this only showed the slyness of the "old fox," who 
had left these few men there on purpose to mislead the British, 




Washin^on's Retreat across New Jersey 



SOME HOLIDAY HAPPENINGS IN NEW JERSEY 199 

Toward daybreak they stole off through the woods, and it was 

a dreary, tleserted camp wliicli met the astoiiislied eyes of the 

British when morning came. 

The sound of guns in tlie direction of Princeton now warned 

Cornwalhs of the direction Washington had taken. Pie must be 

fighting with Cornwaliis's reenforcements. Corn- „ . 

° ° . . Battle at 

waUis started at once to the assistance of his troops. Princeton, 

It was, liowever, too late. Washington had met January 3, 

them, and had (entirely defeated them. Then, feeling ^^'^'' 

sure that he could not be overtaken, since he had taken pains 

to cut down every bridge his army had passed over, Washington 

proceeded leisurely to the heights around Morristown, There he 

was quite safe from British attack. 

THINGS TO REMEMBER 

1. The Amcric'uii ai-my rapidly decreased in iminbers; l)()1h soldiers 
and people were diseouraj^ed. 

2. Washington led his army across New Jersey, and across the Delaware 
into Pennsylvania. The British followed to the river, but stopped there for 
lack of boats. 

3. Washington recrossed the river, and attacked Trenton, capturing 
the thousand Hessians stationed there. Cornwallis hastened to Trenton, 
but Washington by another night retreat escaped, and proceeding to Prince- 
ton, attacked and defeated two thousand of Cornwaliis's men who were 
setting out to join him. 

4. Washington then made his way to the heights of Morristown, where 
he was safe from attack. 

THINGS TO READ 

1. "The Story of the Revolution," Lodge, pp. 208-227. 

2. "George Washington," Scudder, pp. L56-169. 

3. "Hero Tales from American History," Lodge; and Roosevelt, pp. 
45-55. 

4. "A Short History of the Revolution," Tomlinson, pp. L'^0-153. 

5. "George Washington," Hale, pp. 196-203. 

6. "The Campaign of Trenton," Drake, pp. 50-112. 

7. "Stories of the Old Bay State," Brooks, pp. 1.36-144. 



200 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 

S. "The Boys of 76," Coffin, pp. 129-151. 

9. "Stories of New Jersey," Stockton, pp. 117-213. 

10. "Thankful Blossom," Bret Harte (a story). 

11. "The War of Independence," Fiske, pp. 116-122, 

12. "Geort^e Washington," Hapi^ood, pp. 169-17.'! 

THINGS TO DO 

1. Find the meaning of enlistment, daunted, detachments, revelers, ca- 
rousals, skirrnlshiuy parties, reenforcements, leisurely. 

2. Discuss the question: In what ways did Washint^ton show himself 
a gi'eat general in this campaign ? 

3. Prepare yourself to write an answer to the (lue.sj^ioii : What were 
the results of the New Jersey campaign ? 

4. Think of words which you might use to describe each of the following 
persons: Washington, Lee, Howe, Cornwallis. 

.'). For your portfolio: Leutze's' Washington crossing tht; Delaware, 
Faed's Washington at Trenton, Trumbull's Battle of Princeton. 

FOR YOUR NOTEBOOK 

1. Make a map to illustrate the New Jersey campaign. 

2. Make a "running outline" of th(; cam{)aign. 

3. Write the statement for which you prepared in No. 3, above. 



XVII 
THK BRITISH I'i.AN VO\i 1777 

For a time, in (he autiuuii of L77G, all Euji;lautl was ringing 
Avitli "Howe's great victories in America," and it was supposed 
tiiat the war was practically finished. The events, therefore, of 
the last days of the year came with something of a shock to the 
British ministry. It ])egan to seem that there was still some- 
thing to !)(> done in America. A new campaign was at once 
planned. 

The plan of cutting the colonies in two by getting control of 
the Hudson must he tried again. This was certainly the wisest 
thing for the British to attempt, and should it succeed, would 
prove a severe blow to the Americans. It had failed once. It 
must be carefully planned and still more carefully executed this 
time, that it might not fail again. 

The main army was still in New York, with Howe in command. 
The Northern army was in Canada, whither it had returned after 
an unsuccessful effort to get control of Lake Champlain. Both 
of these divisions were to be used in the new plan. There were 
three distinct parts to the plan. 

1. The main body of the Northern army was to be sent under 
Burgoyne, by way of Lake Champlain, to seize Crown Point and 
Ticondcroga, and then march down the Hudson to Albany. 

2. At the same time a smaller division under Colonel St. Leger 
would go by way of the St. Lawrence and Lake Ontario to Oswego. 
PVom there St. Leger would set out to overcome Fort Stanwix, 
in the Mohawk Valley, and when this was done, would follow 
the Mohawk to the Hudson, and so join Burgoyne at All)any. 

3. The main army under Howe, or part of it under some general 

201 



202 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 



he might select, was to come up the Hudson and complete the 
union of the British forces at Albany. 

This, then, was the plan, as it was worked out on paper in Eng- 
land. How it succeeded when 




) i,.A-. 



' v;^^^* ADIRONDACK] „ , 

j>, M T.S. ■ ^ 




transferred to the wildernesses 
of New York we shall later 
discover. 

There was, of course, the 
danger that any one of the 
three divisions might suffer 
defeat and so never reach the 
meeting place. But the min- 
istry had much faith in the 
strength of the Tories and 
Indians in New York, and l)e- 
lieved that both Burgoyne and 
St. Leger would be marching- 
through a friendly country. 

Our next question must be, 
— What force had the Ameri- 
cans to withstand this triple 
invasion ? They, too, had 
their Northern army, a body 
of about five thousand men, 
under the command of a 
general in whom AVashington 

had great confidence, — Philip Schuyler. From the beginning 

of the war Schuyler had been guarding the New York frontier. 

Now it began to look as though he would soon be in the thickest 

of the fight. 

Washington was still at Morristown. He did not dare come 

north to take part in the new campaign, not knowing just what 

the British were planning, and so not thinking it safe to leave 

Howe and his army unguarded. 



The British Plan for 1777 



TllK BRITISH PLAN FOR 1777 



203 



In June Burgoyne started south with about eight thousand 
men, finely equipped and confident of success, while St. Legcr led 
his force of a thousand toward the west. Both divi- 
sions were accompanied by Indian allies. At first 
everj'thing went well with Burgoyne's undertak- 
ing. Reaching Ticonderoga, the British found a high 
rock overlooking the fort, which the Americans had failed to 



Burgoyne's 
invasion, 
begun June, 
1777 




Kuins of Ticonderoga 

fortify, b(>lieving that it was too steep for any one to clinib. 
This was a mistake, however, as the American garrison found, 
when they looked up at the rock and saw red-coated men moving 
about on it, and the mouth of a cannon yawning grimly before 
their eyes. To stay meant capture, so St. Clair, the American 
officer in command of the garrison, decided to leave the fort. 
Burgoyne's army marched in, and news of Burgoyne's first vic- 
tory was quickly dispatched to Canada and England. 

Meanwhile Schuyler had come up to Fort Edward, and here 



204 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 



St. Clair joined him. Burgoyne, who was highly elated by his 
victory at Ticonderoga, was anxious to follow it up by meeting 
and overcoming the whole of the American force. He was sure 
that he could do this easily, and perhaps he might have done so 
if he could have reached at once Schuyler's poorly equipped army. 
Schuyler, however, had no intention of allowing the British to 
reach him at once. Time was what he needed and what he deter- 
mined to have. Already the Indian allies of the British were 

beginning their in- 
human deeds, and 
already the militia 
in the towns along 
the line of the British 
march were rising to 
protect their homes. 
Every day that Bur- 
goyne could be de- 
layed would increase 
their numbers. 

The roads along 
which the British 
would come from 
Skenesboro to Fort 
Edward were not 
very good at their best, and Schuyler immediately went to work 
to make them still worse. His men exchanged their guns for 
spades, hatchets, and pickaxes, and when Burgoyne had passed 
Skenesboro he began to see the fruits of their labor. Great trees 
blocked the way, with their l)ranches intertwined and tangled. 
Rough stones and heaps of brush were scattered everywhere. 
The little streams which might have helped the progress of the 
men were choked with sticks and stones. The bridges over larger 
streams which must be crossed were carefully hewn down. 
Burgoyne had to rebuild forty of them between Skenesboro an(J 




Burgoyne's Army on the Road from Lake Champlain to 
Fort Edward 



THE BRITISH PLi\.N FOR 1777 205 

Fort Edward. It took him twenty-four days to cover twenty-six 
miles, and when he reached Fort Edward it was only to find that 
Schuyler hud moved down the river to Stillwater. 

For several reasons affairs did not look so bright as they had 
looked a month before. The army was delayed by lack of horses 
to drag the cannon, and the men were even begin- gattjg ^f 
ning to feel the lack of food. General Lincoln of the Bennington, 
American army was busy in Vermont collecting stores August 13, 
and organizing the militia, which, it was rumored, ^"^"^"^ 
would presently attack Burgoyne from the rear, thus cutting off 
his communication with Canada. Burgoyne's idea of seizing the 
little town of Bennington, where the American stores were, was 
no doubt a good one. He could so obtain the horses and pro- 
visions he .so much needed, and at the same time disturb the plans 
of the farmer soldiers of Vermont, and perhaps put an end to 
that danger. 

Accordingly, li\e hundred ( leruiau soldi(>rs were seat out to 
capture the stores at Bennington. The militia, however, was 
ready for them; and when darkness put an end to the day's fight 
t he \'ermont men wen> the victors, and almost all of the (lerman 
force wen^ their prisoners. 

Rurgoyne was worse off than before, and it would not be strange 
if his imi)atience were fast changing to discouragement. Leav- 
ing him at Fort Edward, where he remained for some 
weeks, we nmst (consider the second part of the plan besieees Fort 
— St. Leg(!r's expedition -and its success or failure, stanwix, 
Reaching O.swego without difficulty, St. Leger and his August, 
men — about seventeen hundred, including Tories ^'^^^ 
and Indians - set out on their wilderness march to Fort Stan- 
wix. Reaching the fort, he demanded its surrender. But the 
garrison had no idea of surrendering, and there was nothing for 
St. Leger to do but to besiege the foit. 

Two expeditious were at once organized to relieve the besiegetl 
garrison. One of these was a force of twelve hundred men under 



206 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 

Benedict Arnold, sent out by Schuyler from Stillwater. The 
other, and the first to reach the scene of action, was a hand of 
militia recruited from the Mohawk Valley and led by (leneral 
Nicholas Herkimer. St. Leger was to find that though there 
were many Tories in the Mohawk Valley, as he had been told, 
there were also many men ready to rise and protect their homes 
against the savage invaders he was bringing into the valley. 

Herkimer and his eight hundred men reached a closely wooded 
hollow in the forest, only a few miles from the fort, when a war 
Battle at whoop told them that they were surrounded. A 

Oriskany, frightful battle followed. Fighting hand to hand, 
August 6, against Tory neighbor or savage foe, Herkimer's 
^^^■^ brave men held out for hours. The old general was 

wounded, but ordering his saddle placed on an old stump he sat 
coolly issuing orders and smoking his pipe, as though he had no 
thought of danger. 

In the midst of the fighting a heavy shower came up; torrents 
of rain fell, putting an end to the battle. It was hard to tell 
which side was victorious. Each had lost many men — Her- 
kimer so many that it was useless to think of renewing the attack. 
The patriots of the Mohawk Valley sadly returned to their homes. 
They had done their part, however, and had helped along St. 
Leger 's final overthrow. 

That came about two weeks later, and strangely enough was 
accomplished without a blow. Arnold's party had marched from 
End of St. Stillwater, and was nearing the fort. Rumor of the 
Leger's part coming of a great force of Americans, carefully cir- 
of the plan culated by Arnold, produced great fright in the 
British camp. The Indians deserted, as did many of the soldiers, 
and finally St. Leger with the little remnant of his army took 
to the woods, and returned to trouble Fort Stanwix and the 
Mohawk Valley no more. 

The second part of the plan — St. Leger's expedition — was 
thus a complete failure. When the news reached Burgoyne, ho 



THE RRITISIT PLAN FOR 1777 207 

was iiioic profoiiiKlly (liscoiiraji'cd tliaii vvvv. !lis situation was 
hccomiii};- (IcspcM-atc Lincoln's volunt(M>rs had succeeded in cut- 
ting oti" his only source of suj)|)Hes, and th(> question of food for 
his soldiers was one that must be answered. His only hope now 
lay in the third part of the plan, — Howe's expedition up the 
Hudson. But here again he was doomed to disappointment. 
When Howe's share in the Northern campaign was first suggested 
to him by the ministry, he had mentioned in his reply a plan of 
his own which might interfere. In response to this the ministry- 
had written positive orders to him to let nothing interfere with 
his aiding Burgoyne at the proper moment. 

Still Burgoyne, anxiously waiting, saw nothing of Howe or 
Howe's army. What could be the reason ? It was a long time 
before this question could be answered. Then the answer was 
found in the shape of a dusty paper in one of the pigeonholes of 
a London desk. The "positive orders" had been entirely over- 
looked, and had never been sent to Howe at all. 

Howe, meanwhile, was as busy as a man could be in carrying 
out the "plan of his own" he had mentioned. This was nothing 
less than the taking of Philadelphia. He started 
across New Jersey early in June, intending to capture . " 

, , paign around 

Philadelphia and return in time to meet Burgoyne at Philadelphia, 
Albany. But the "old fox" was on the watch for June to 
him, and Howe found it impossible to get by the ^'^'°^"' 

1 777 

American army. After wasting nearly a month, the 

British returned to New York and started once more, by sea, 

knowing that the Americans could not trouble them there. 

When Howe landed his army at the head of Chesapeake Bay 
it was already late in August. The day of Bennington had come 
and gone. St. Leger's force had been scattered. Burgoyne was 
in great danger, and Howe was hundreds of miles away from 
him. Washington saw that if he could delay Howe still more, 
Burgoyne must surely surrender or his army be entirely crushed. 
So he set to work to delay Howe, and though the Americans were 



208 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 



twice defeated at Brandywino and Germantown in th(^ campaign 

that followed, it was the end of September before Howe took 

possession of Philadelphia, and another month had passed before 

he obtained control of the Delaware, so that he could be sure of 

keeping what he had gained. 

There was no longer any question of returning to help Bur- 

goyne. It was too late. About the middle of Septemlier, Bur- 
goyne, weary of wait- 
ing for help which 
did not come, and 
driven b}' the 
lunger o 

his men, hud cnjssed 

the Hudson and 

prepared to at 

tack the Amer 



Burgoyne's 
defeat; his 
surrender, 
October 17 
1777 




ican army. 
This was 
now 



under 
t h e com- 
mand of Gen- 
era 1 ( J ii t e s, 
Schuyler having 
been removed only a 
few days before. Two 
battles were fought. In the 
first of these the British 
claimed the victory, since at the 
close of the fighting they held the 
ground where the battle took place; 
but it was a poor victory. Only three thousand of the Americans 
took part in the battle, under the command of Benedict Arnold, 
the hero of Quebec. 

In the second battle, which took place at Stillwater, near 
Saratoga, the British were entirely defeated, and were forced to 
retreat. During the battle, Arnold, who had been removed from 
command by Gates, had been watching from the heights, until at 
last, seeing an opportunity to drive back a division of the British, 



Philadelphia and Vicinity 



THE BRITISH PLAN FOR 1777 



209 



he could rcniaiu away no longer ; flinging himself upon his horse, 
he galloped into the midst of the fight. His men shouted with 
joy at sight of him, and 



SCALE OF MllES 

::o i'i 00 du ICO 




•.\i/\i^ . it rlClmmi,\,i,l 

Y;f'c,V- AOmONDACK- |«Cii.«n V 

MTS: •'- (j-A/, 



charged with n^newed vigor. 
Arnold himself fought with 
furious en{>rgy, and it is be- 
lie\'ed by many that the vic- 
tory was reall}' due to his 
efforts. 

Burgoyne attempted to 
retreat across the Hudson, 
but the way was now closed. 
He was surrounded on every 
side by soldiers of the Con- 
tinental army, or by New 
W)vk and New England mili- 
tia. He still heard nothing 
from New York, and, on 
October 17, being unable to 
wait longer, he surrendered 
with his whole force. It was 
agreed that the British sol- 
diers, after leaving their arms 
at Saratoga, should march 
across Massachusetts to Bos- 
ton, there to take ship for 

England, promising to take no further part in the war. And so 
came to an end the carefully studied ''British plan for 1777." 

THINGS TO REMEMBER 
1. The BritLsh plan for 1777 had three parts. 

Burgoyne was to descend Lake Champlain and the Ilud.son to 

Albany, securing the Hudson Valley for the British. 
St. Leger was to set out from Oswego to take possession of the Valley 
of the Mohawk and to join Burgoyne at Albany. 




The End of the British Plan 



210 AMERICAN ITLSTOUY FOR CRAM MAR SCHOOLS 

IIowc WAS (() (■(line willi III- .send pjirt of his Toi-cc from New \'iiik, 
captuiin^ llic luwci- iludson mihI cniiiplctiiii; (lie uiiiun nl' llic 
British fui\'i'«. 

2. Burguyne was .successful until he reached the lower end of the lake. 
From there on his progress was very slow. He needed horses and pro- 
visions. A detachment sent out by him to seize supplies at Bennington 
was captured by the Americans. Burgoyne was somewhat disheartened. 

3. St. Leger's expedition came to nothing. 

4. Howe, having undertaken to capture Philadelphia, was so delayed 
by Washington that he sent no aid to Burgoyne until too late. 

5. Burgoyne, desperate for want of food and supplies, attacked the 
Americans. He was defeated, and his surrender completed the failuie of 
the "plan for 1777." 

THINGS TO READ 

1. "The American Revolution," Fiske, pp. 272-285. 

2. "A Short History of the Revolution," Tomlinson, pp. 173-22G. 

3. "Burgoyne's Invasion," Drake, pp. 27-142. 

4. "Hero Tales from American History," Lodge and Roosevelt, pp. 
59-G7. 

5. "The Boys of 70," Coffin, pp. 122-244. 

(). "The War of Independence," Fiske, pp. 12r)-137- 

7. "Our Country's Flag," Holden. 

S. "Paul and Persis," Brush (a story). 

9. Selections from' "In the Valley," Frederic (a story). 

10. "American Fights and Fighters," Brady, pp. 71-83. 

11. " Revolutionarv Stories Retold from St. Nicholas." 



THINGS TO DO 

1. Find the meaning of executed, triple, invasion, frontier, rumored, re- 
cruited, source of supplies. 

2. Discuss in class the weak points in the British plan. 

3. Compare Burgoyne with Howe. 

4. Gates was much praised for his victory in the North, and Washington 
blamed for the defeats near Philadelphia. Think out why it was that 
Washington's work was really a great aid to the Northern army. 

.'3. Make a list of the battles of the war thus far, marking each to show 
which side claimed the victory. 



TIIIO BRITISH PLAN FOU 1777 211 

G. K('\io\v all (lie dates you have been asked to learn. 

7. Place in 3'our portfolio a picture of Burgoyne's surrender. 

S. Discuss the cjuestion: What was the etrect of the use of Indians in 
this eanipaign of the British? Did it help or hinder them? 

y. Form an opinion as to the method used by Arnold to scare St. Leger's 
men. ^^'hal is your opinion of the old saying, "All is fair in war" ? 

10. II is said that the "Stars and Stri[)es" was first used In' the be- 
sieged garrison of Fort Stanwix. Find out when this flag \\as arloptcMl l)y 
Congress, by whom it was designed, and what flags had been in use by the 
.\ui('ricans during the earlier part of the war. 

1 1. Learn tlu; dat(! of Burgoyne's surrender, October, 1777, as the end 
of the British attempts to secure the Hudson. 

FOR YOUR NOTEBOOK 

1. Outline llie British "plan for 1777." Tllusti'ate by two maps, one 
showing the |)l;ni, tin' other the campaign which resulted. 

2. Mak(> an outline, under thre(! main headings, of the second campaign 
in Xcnv York. 

3. Write a short history of the flag. Tell what each part of the desig?] 
means. If you can illustrate your composition by a water-color sketch 
or a drawing, do so. 



XVIII 

ANOTHER SIDE OF WAR 

In carrying on a war there are many things besides the actual 
fighting to be considered. Men must be found to make up the 
army which is to fight. Money must be raised with which to 
pay these men and to purchase supphes. Supphes* must be col- 
lected to provide the soldiers with food and clothing, with guns 
and powder and bullets. Horses must be obtained to convey 
these supplies to the camps of the army. It is sometimes neces- 
sary to ask aid of foreign nations, and men must l)e sent to carry 
on negotiations with their governments. All of these things arc 
important, and for all of them a strong govcn-nmeni which can 
make laws and enforce them is needed. 

All through the Revolution the lack of a governmenl, was oiu; 
of the worst troubles the new nation had to face. The C'ontinen- 
Lack of a ^^^ Congress was not a government, and it could i\o 
central gov- little except advise the states what it was best to do. 
ernment in Men, money, and supphes were absolutely ncces- 

the colonies t. r^ i i j. c 

sary, yet Congress had no power to procure any or 
them. The soldiers sent to the Continental army ])y tlio 
states were usually enlisted onl}^ for short terms, so that the 
army was constantly changing, and Washington often desi)aired 
of ever getting a well-organized force of men. 

The matter of money, too, was a very serious one. If Con- 
gress had had the right to tax the people, money might have 
Money been raised, as in our own time it was raised to carry 

difficulties on our war with Spain. But Congress could only 
recommend to the states that they should each raise a cer- 
tain amount, of which very little was ever paid. The next thing 

212 



ANOTHER SIDE OF WAR 



213 



to be tried was borrowing, but not. many })eo])le like to lend 
unless they feel some certainty of being repaid. Some money 
was raised in this way, however. The French government ad- 
vanced some, being quite ready in a quiet way to injure her old 
enemy, England. Then, too, some public-spirited Americans did 
what they could, — PVanklin, who lent Congress his little sav- 
ings; Washington, who refused pay for his services and offered 







TH IS BI L L entitles the Bear<^r to 
receive SrW&'J^''9"^ d}::ncS:i m^Pr'J 
2)Oil.Ce/?^<5', or the Value thereof 
in i^t'Cd or Si^er, accordino; to the Refo- 
lutions of the G0<J^'C\R.6S6', held at 

^75- 



/ 




t^Z<^ ^^-^^^ 



;jl|'OtC>'^<0*C<«>0<0»0<©<<2>o©*(i^©-0*C<'© ►^)C)oC)OJte>«©''C'^'< S^ 



A Piece of Continental Currency 



his private fortune- to pay his soldiers should Congress fail; and 
Robert Morris, a Philadelphia banker, who did more than any 
one else to provide funds for the war. 

Still much more was needed, and because there seemed no other 
way Congress began, early in the war, to issue paper currency; 
that is, to- pay its debts with promissory notes which were to be 
redeemed in gold when the war was over. As the war went on, 
more and more of this paper money was issued. People began 
to ])e afraid that Congress could never redeem these notes, and 
to refuse to accept them in payment of debts. A paper dollar 
was no longer worth a dollar. In 1778 it took six or eight of 
them to buy a dollar's worth of goods, and before the war was 



214 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 

over ten paper dollars were worth only one cent. Still Congress 
kept on issuing more notes, until a piece of "Continental mone}'" 
became the symbol of worthless things, and we still soinetinie.s 
hear people say, "not worth a Continental." 



M^ ^ 


§KMKt^§^-i^Mi 


mm^'^ ' it^^^Ks^m-.: #^->^ 





Washington and Lafayette at Valley Forge 



Of course it was hard to get soldiers to reenlist when their 
terms expired, since only worthless paper money could be given 
Winter at them to Send home to their families, and Since even 
Valley Forge, food and clothing were almost impossible to obtain 
1777-1778 jj^ ^}^g camps, for, in the matter of supplies, the 
army suffered terribly in the winter which followed Howe's 
taking of Philadelphia. Late in the autumn, Washington had 
taken his soldiers into camp for the winter at Valley Forge, a 
natural fortress in the hills, only about twenty miles from Phila- 



ANOTHER SIDE OF WAR 215 

dclphia. Tlie winter was a dreary one. Little huts of boughs 
were built by the men, who clustered about the camp fires to keep 
from frcezin<>-, and often sat up all night because they had no 
blankets in which to wrap their shivering forms. The snow was 
deep, and many of the men had no shoes, so that they left bloody 
tracks behind them on the snowy ground. Many were sick, and 
many died from lack of clothing. 

The worst of this sad story is that much of the suffering was 
unnecessary. Congress was making many mistakes in these days, 
and one of them was in its management of army supplies. In- 
competent men were appointed to take charge of them, with the 
result that men suffered and died sometimes for lack of things 
which they might have had if aff'airs had been properly managed. 

Congress was no longer the body of great men it had once been. 
Many of the greatest of its early members were now serving in 
other fields, — in the army, as was Washington; in the state 
governments, as were Thomas Jefferson and Patrick Henry; or 
abroad, as was Franklin, who was in France, urging the French 
government to come out openly as the ally of the United Statf^s. 
The Congress had lost much in power and influence, and it often 
did very foolish things. 

The winter at Valley Forge was a dreary one for Washington 
as well as for his soldiers. Not only did he have to see the suffer- 
ing he could not relieve, and the mistakes of Con- piots against 
gress that he could not rectify, but personal enemies Washington 
were appearing in his army and in Congress, who plotted at 
nothing less than his downfall. Gates, the "hero of Saratoga," 
as he was called, though he had done little to deserve the title, 
was very popular at this time, and his vain, jealous ambition 
led him to believe that he might be commander in chief. His 
schemes, and those of his friends, were finally overthrown, and 
Washington i)lace(l more firmly than ever in tlu^ hearts of the 
people, but the matter was a source of worry to tlu^ great com- 
mander through nmch of the winter. 



21G AMERICAN HISTORY FOR GRAMMAR SCHOOLS 

There was a silver lining even to the dark cloud which hung 
over Valley Forge. In February Franklin succeeded in making a 
French treaty of alliance with France. That meant money 

alliance ^nd soldiers and a fleet to aid Washington and his 

army. The French had come at last to believe that the Revo- 
lution might succeed. The news of the treaty put renewed courage 
into the hearts of the -men at Valley Forge, and new vigor into 

their daily drill ; for they were 
drilling, in spite of cold, and snow, 
and suffering. A foreign officer. 
Baron Steuben, had lately joined 
Washington's staff, and he was the 
driilmaster. Few better could 
have been found, and so heartily 
did he work, and so faithfully did 
the men follow his commands, that 
when the army left Valley Forge 
the next June, it was a stronger, 
better army than it had ever ])een 
e. u before. 

Baron Steuben 

So miivh fault had l)een found 

in England with Howe's conduct of the last year's campaign, that 

in the spring of 1778 he resigned his position, and went home to 

explain matters. This left Sir Henry Clinton in 
The new ^ . . '' 

British com- charge of the British forces. All winter the British 
mander, Clin- soldiers in Philadelphia had remained idle. Indeed, 
ton, makes there was nothing that they could do with Wash- 
ington close by in his snow-bound camp at Valley 
Forge. So it was a winter of idleness, of comfort and merry- 
making in the Quaker City, — all of which may have been 
pleasant, but did not accomplish much toward conquering the 
Americans. 

In June Clinton resolved to leave Philadelphia, and rejoin the 
rest of the British forces in New York. The Philadelphia Tories, 




ANOTHER SIDE OF WAR 217 

who hati been spending a gay winter entertaining the British 
officers, did not dare remain behind when the soldiers went, so 
CHnton sent three thousand of them with his fleet to New York, 
while he set out with his army to march across New Jersey. 
Washington saw a enhance to strike a blow at Clinton's retreating 
army, and so perhaps win a great victory. After taking i)osses- 
sion of Philadelphia he set out with his now well-trained soldiers, 
and by rapid inarching gained a position where he could attack 
Clinton. 

The battle of Monmouth followed, and but for one thing 
n\ight have been the brilliant victory for which Washington 
hoped.. This one thing was the prescn(;e of ( General g^^^jg ^^ 
Charles Lee. This mischief-maker had not made Monmouth, 
trouble enough, it seemed. When exchangcnl by the June 28, 
British he had come l)ack unqu(>stioned to his place ^'^'^ 
in the army, since no one knew (jf his treacherous dealings with 
Howe, and sincc^ Washington was generous enough to overlook 
his former disobedience. The battle of Monmouth ended his 
career in the (continental army, however; for, through his flat 
disobedience of orders, the Americans came noar suffering a dis- 
astrous defeat. This would probably have hav)|)(>ne(l had not 
Lafayette, seeing the strange behavior of L(V', hastened to warn 
Washington. Coming up with all haste to the scene, Washing- 
ton sharply reprimanded Lee, and ordered him off the field. 
Then rallying the retreating men, he prevented defeat, though it 
was too late to think of a real victory. Something had been 
accomplished, however, and Lee had failed of any result except 
his own downfall. 

THINGS TO REMEMBER 

1. The new nation suffered from lack of an effective government. 

2. Money for expenses was hard to obtain. The paper mone}'^ issued 
by Congress soon became worthless. 

3. France at last entered into a treaty of alliance with the United States. 



218 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 

4. Washington's army spent the winter following Howe's taking of 
Philadelphia at Valley P^orge in Pennsylvania. The soldiers suffered nuich 
from lack of food and clcjthing. They, howevei-, spent the winter profitably 
in drilling under Baron Steuben. 

5. The following summer the British left Philadelphia and took their 
force back to New York. Washington attacked them on the way, but 
neither side could claim a victory. 

THINGS TO READ 

1. "The Story of the Revolution," Lodge, pp. 303-300, 312-324; Vol. 
11, pp. 169, 170. 

2. "The American Revolution," Fiske, Vol. II, })p. 50-56, 197-199. 

3. "George Washington," Scudder, pp. 170-193. 

4. "X Short History of the Revolution," Tomlinson, pp. 227-248. 

5. "George Washington," Hale, pp. 21.3-225. 

6. "Famous American Statesmen," Bolton, pp. 38-66. 

7. "Boys of '76," Coffin, pp. 254-261. 

8. " George Wa.shington," Hapgood, pp. 179-182, 189-193, 212-217. 

9. " Benjamin Franklin," More. (Riverside Biographical Scries.) 

THINGS TO DO 

1. Find the meaning of negotiations, advisory, currcncij, pruniissori/, 
redeemed, symbol, incompetent, rectify, treacherous. 

2. Review the war to this point by means of your maps. 

3. Contrast the condition of the British and the American soldier.-; dur- 
ing the winter following Burgoyne's surrender. 

4. Write on the subject, "War is not all Fighting." 

[Reread the first half of Chapter XVIII before you write.] 
I. Obtaining soldiers — keeping them when once enlisted. 
II. Supplies — necessity — management. 
III. Money — why needed — ways of obtaining it. 



XIX 
BATTLES ON LAND AND SEA 

Since the failure of Burgoyue's expedition, the idea of gaining 
control of the Hudson had been entirely abandoned by the British, 
One of the first results of Burgoyne's surrender was a proposal by 
Lord North in Parliament, to send over commissioners to America 
who should try to l)ring about a peace. He proposed to repeal 
all the acts that had made the trouble and to give up forever the 
right to tax the colonics. The Tory party was still anxious to 
carry on the war, believing that the Americans must l)e conquered 
first, and then, if ever, given the rights for which they were fight- 
ing. Among the Whigs some believed that it would l)e l)etter 
to let the colonies become independent, as they proposed; others 
that England would lose forever her commercial power if the 
colonies were lost, and that they must, therefore, be kept at any 
cost. 

Parliament voted to carry out Lord North's proposals, and 
the commissioners came to America. It was too late — Con- 
gress refused to listen to any proposals which did not first ac- 
knowledge independence for the states. The commissioners could 
do nothing Init return to England. There was great wrath in the 
Tory party, and espe(ually among the king's friends at this, and 
it was resolved that the rest of the war should be so carrie<l on 
as to make the coh^nies glad to beg for peace on any terms. 

It was to be destructive warfare of the worst kind — destroy- 
ing towns and villages ; burning homes and capturing or mur- 
dering their peaceful occupants ; it was to be, on the frontier, 
Indian warfare with all its horrors — anything that would ex- 
haust the "rebels," and so force them to give up. In the story 

219 



220 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 

of the remaining years of the war we read of dreadful massacres 
— Wyoming and Cherry Valley, for example — in which Indians 
and Tories vied with each other in cruelty; of such deeds as the 
destruction of Martha's Vineyard, New Bedford, and Fairhaven 
in Massachusetts, and of Portsmouth and Norfolk in Virginia; 
of the butchery of prisoners, unworthy of a civilized age. Some 
of tlie states suffered terribly, but the plan of the ministry to 
"tire the Americans out" was more or less of a failure, neverthe- 
less. 

In connection with these scattered raids, the ministry liad 
but one definite plan. This was to gain possession of the Soutii- 
ern colonies, so that they might at least keep them, even if the 
Northern states should be lost. A complete account of the later 
years of the war would have to include many stories for whictli, 
though wonderfully interesting, we have not time to pause. 
But the war in the South, the capture for the Americans of the 
Northwest, and the war on the ocean must claim a little of our 
attention. 

Very early in the war the British had attempted to strike one 
blow against the South. They had attacked Charleston, but 
War in the had accomplished nothing. It was not until the 
South, 1778- autunm of 1778 that anything more was done in 
^'^ ^ that part of the country. Then Clinton made his 

first move toward carrying out the plan of the ministry. Thirty- 
five hundred men were sent to Georgia, and it was not long 
before they were able to report the state conquered. Indeed, 
the cruel deeds of the soldiers had made it impossible for the 
people to remain in their homes unless they declared them- 
selves on the king's side. Those who would not do this fled to 
the mountains, leaving the British to plund(T their deserted 
property. 

South Carolina was next in the plan, and Clinton considered 
this of sufficient importance to demand his own presence. He 
therefore set out with eight thousand men to join the force already 



BATTLES ON LAND AND SKA 



221 



in the South. Washington sent to South Carohna ail tlie men 
he could spare, nialving, with the assistance of the miUtia, seven 
thousand men to defend the city of Charleston; but the British 
had almost twice as many, and in May, 1780, succeeded not 
only in taking the city, but with it the entire American army. 
"We look upon America as at our feet," said an English states- 
man; and surely this was a heavy blow to the United States. 
Clinton returned to New York, leaving Cornwallis with five 
tliousand men to complete th(^ conquest of the Soutli. 

Discouraging as the outlook was for the Americans, it was 
clear that another army nnist be raised to defend the Southern 
states. Washington did not dare go him.selfwith his army, lest 
C'linton should seize the opportunity to attemjit once more to 
gain possession of the Hudson; but he sent two thousand niorc 
men from his force, and called for 
militia from all the states .south of 
Pennsylvania. Washington wished 
to send Nathanael Greene to take 
command of this new Southern 
army, but Congress, believing him 
to be inferior to Gates, who was 
still known by his undeserved title 
of the "Hero of Saratoga," sent 
Gates instead. 

''Take care," said Gates's now 
disgraced friend, Charles Lee, 
"that your Northern laurels do 
not change to Southern willows." 
And Ciates needed to take care, 
for he had none of the military 
genius Congress believed him to have. He made mistake after 
mistake, ^vith the result that in August, 1780, a second Southern 
army was captured, and its hero commander was in full flight 
across the country, riding two hundred miles in less than four 






222 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 



days before he came to a stop. Soutlieni willows, indeed ! This 
was the worst defeat the Americans had yet suffered, and it put 
an end to all notions of the genius of Gates. 

What should be done now? Should the British ])e left to 
make a li-iuiii|)h:il iiuirch up <lu-()iif;h the Carolinas into \\v- 

Marion and ginia, and 

Sumter perhaps even 

farther ? There was 
nothing to prevent except 
the little bands of fighters 
under such leaders as 
Marion and Sumter. It 
was a picturesque sort 
of warfare they carried 
on, dashing out from 
their hiding places in the 
woods and swamps, mak- 
ing sudden raids on 
parties of British soldiers 
often twice as numerous 
as their own, capturing 
prisoners or provisions, 
and disappearing again 
into the dark forest, 
leaving confusion behind 
them. Cornwallis found 
the "Swamp Fox," as Marion was called, a very annoying sort! 
of animal, and is reported to have said, "But for Sumter and 
Marion, South Carolina would be at peace !" 

Not long after the defeat of Gates at Camden, Cornwallis 
started for North Carolina, leaving behind a small force of sol- 
diers who were to gather together as many Tories as possible and 
then follow him. But Major Ferguson, who was in charge of 
these troops, suddenly found himself in the midst of a party of 




BATTLES ON LAND AND SEA 223 

American backwooclsincn, — three thousand of theiu, ready as 
the men of Vermont had been at Bennington and those of the 
Mohawk Valle}^ at Oriskany, to defend tlieir homes against 
attack. 

The liritisii, who w(>r(' only about ek'ven huiKhx'd in lunnber, 
began to retreat with all possible speed, but it was too late. 
Finding that he nuist fight, Ferguson took up his fine's 
position on King's Mountain, whi(;h seemed from its Mountain, 
height and position impossible to storm. The Ameri- October 7, 
cans, however, succeeded in their attack upon it, ^^ ° 
though the British bravely defended the })()sition. It was a com- 
plete victory for the backwoodsmen, and of the entire British 
force all were either killed or captured. Then, the danger to 
homes and loved ones being over, the backwoodsmen returned 
to their usual employment. 

Great as the services of these men w(>i-e, however, they alone 
could not keep the I^ritish from carrying out their plans. Still 
another army must be raised, and once more Washington had the 
hard problem to face. 

We shall be glad to turn from the story of disaster in the South 
to an account of success in the Northwest. We reniem})er tliat 
by the Quebec Act, passed by Parliament in 1774, 
the Ohio Valley was made part of Canada. And it ciark in the 
was now most important to the British to keep this Northwest, 
wild country, especially if the Americans should gain ^"^"^ ""'^'^^ 
their independence. To do this, every effort was made by the 
British to drive American settlers out of the valley, and to keep 
the country in the hands of their own soldiers. 

But it was equally iinportant to the new AnuM-ican nation to 
get control of the country for which the colonists had fought so 
well in tiie French war. And though the British were in full 
possession, and I hough no men could be si)are(l fi-om the Con- 
tinental army to attempt the work, a brave and daring l)ack- 
woodsman of Virginia, George Rogers Clark, determined to und(>r- 



224 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 



take it. He gathered a band of two hundred volunteers, and set 
out to capture the British posts. The story of his adventures is 
full of interest, and the work he accomplished for America is 
worthy of our admiration. For, thanks to his courage and per- 
severance, the spring of 1779 found the Ohio Valley in American 
hands, where it was destined ever to remain. 

Leaving for a time these American battle fields, let us consider 
some of England's difficulties on her side of the ocean, and 
some stirring 
events which 
have taken 
place on 
the 




Expedition of George Rogers Clark 



by the great Euro- 
pean powers. W(; 
have already seen how glad France was to tak(^ the field against 
her ancient enemy. Since the beginning of 1778, England had 
then not only the American war, l)ut one with France on her 
hands. The next year the French government had persuaded 
England's still more bitter foe, Spain, to join the company of 
England's antagonists. Spain had, it is true, no love for the 
American states, and the Spanish government would form no 
alliance with them; but it was ready enough to join France in 
humiliating England. 

Nor was this all. Even with the American states and France 
and Spain against her, England — and England means the king, 
Lord North, and their friends and advisers — proceeded to pick a 



BATTLES ON LAND AND SEA 



225 



quarrel with Holland which speedily led to war. It began to look 
as though England would have to fight single-handed against the 
whole continent of Europe. Nothing but her great strength on 
the ocean could have made it possible for her to oppose so many 
foes, and even as.it was, the scatter- 
ing of her ships and her soldiers in 
many parts of the world threatened 
to cripple her resources. 

The .thought of Englantl's naval 
power leads us to consider the little 
navy of America and its war on 
great hero, Paul Jones, the ocean 
At the beginning of the war there 
was no American navy, and this 
lack was keenly felt in many of the 
critical moments of the war. In 
most of their movements the British 
soldiers were supported by their 
ships of war, which offered a pro- 
tection the Americans could not 
overcome. 

Plans for establishing a navy were 
early made by Congress, but we 
hnve already seen how seldom Con- 
gress was able to carry out its plans. In the course of the war 
some forty vessels were enrolled in the Continental navy, most of 
them small, all poorly equipped, and manned by crews gathered 
wherever men could be obtained. But these poor vessels, with 
their ill-assorted crews, did some good work during the war. 
They were often aided by private cruisers, and did much to 
disturb the commerce of the ''mistress of the seas." 

In 1779 occurred the first battle of any importance between 
English and American ships of war. Paul Jones, with a fleet of 
^ve vessels, had been sailing about the coasts of England, doing 
Q 




PVom a painting by Charles I'oiile in 
Indppendi^noo Hall, Pliilnrlelpliia. 



22C AMERICAN HISTORY FOR GRAMMAR SCHOOLS 



more or less damage. His flagship was an old merchant vessel, 
bought by the French government, made over, renamed the Bon- 

The Bon. homme 

homme Rich- Rlchard 

ard and the in honor 
''"""' ofFrank- 

lin, and lent to the 
American navy. 
His crew is -said to 
have included, not 
only men from al- 
most every country 
of Europe, but 
several Malays. 

While cruising 
about the coast, a 
fleet of English mer- 
chant ships, guarded 
by two ships of war, 
was sighted. Jones 
immediately gave 
chase, and the two 
frigates turned 
about, ready to 
fight. Leaving the 
smaller of the two, 
Jones attacked the 
Serapis, a larger, 
newer ship than his own, well equipj:)ed and manned by a well- 
trained crew. The fight lasted for more than three hours. At 
the end of the first hour the two shij^s came together with a crash. 
In the moment before they drifted apart, the captain of the Sera- 
pis called out, "Have you struck your colors?" "I have not 
yet begun to fight," was Jones's reply. 




Battle between Serapis and Bonhomme Richard 



BATTLES ON LAND AND SEA 227 

Once inori! the ships coUideil, uiul Jones was ([uick euougli 
this time to have them lashed together before they should sepa- 
rat(^ The battle became a desperate hand-to-hand encounter. 
Both ships were disabled. Moi'e than half the men eno;af>;ed were 
killed. Hut Jones's doij;.ii;ed perseverance won Ihe day, and his 
fame (|uickly .spread throut^h lOurope as well as in the land he 
was fighting to save. 

THINGS TO REMEMBER 

1. A new policy of "deytriu'tivc warfiirc" on the part of the British 
resulted in the destroying of inudi life and property. 

2. The conquest of the South was attempted; Geoi-gia was conqueied 
and a strong foothold in South Carolina gained. The entire Southeiii 
division of the American army was captured; and a seeond Southern army 
under Gates shared the same fate. 

'A. The South was left with no defenders save small bands of fightei's 
under such men as Marion and Sumter. 

1. A party of volunteers under George Rogers Glark cai)tured the Ohio 
\':i!ley for the United States. 

.5. England was now at war with the Americans, the French, the Spanish, 
and the Dutch. This scattered her ships and her soldiers to all paits of the 
world. 

6. The Americans fought some battles with the British on the sea. Of 
these the most famous is that between the Bonhomme Richard, and the 
Sera pis. By this Paul Jones became famous as a naval commander. 

THINGS TO READ 

1. About the war in the South. 

"Tlie Story of the Revolution," Lodge, Vol. IL PP- •18-5.'). 

"Stories of the Old Dominion," Cooke, {)p. 289-297. 

"The Boston Tea Party," Watson, pp. 126-134. 

"A Short History of the Revolution," Tomlinson, pp. .'>19-.T2(). 

"Hero Tales from American History," Lodge and Roosevelt, pp, 

71-78. 
"Song of Marion's Men," Bryant. 
" The War for Independence," Tomli.ison, i)p. ] 1 1 17S. 

2. About the con<|uest of the Northwest. 

" The {'on<iuest of the Old Northwest," Baldwin, j)p. ll,'j-17S. 



228 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 

"The Story of the Revolution," Lodge, Vol. Ill, pp. 7-28. 
" Hero Tales from American History," lyodge and Roosevelt, pp. 
31-4L 
3. About th(! war on the ocean. 

"A Short History of the Revolution," Tomlinson, pp. 3S7-397. 

"Four American Naval Heroes," Beebe, pp. 17-68. 

"Twelve Naval Captains," Seawell, pp. 1-27. 

"Amei-ican Fights and Fighters," Brady, pp. 39-5.5. 

" Paiil .Jones," Hapgood. (Riverside Biographical Series.) 

THlNdS 'I'O DO 

1. Find the meaning of roiiiinisiuncrs, (Ifstnirlirc, I'ieil, triiiinpJuil, ]>ic' 
tiiresque, (tiUagoni.stfi, eqtdpiteil, friyalc.s. 

2. Preparer youi'.self fo write cleaily an outline of the new British j)lan. 

3. Try to think out why the British failed to "tire the Americans out." 
1. l)is(uiss the question: Why would the South he likely In be moic 

easily conquered tiian the North ? 

f). Find th(! meaning of Lee's allusion to laurels and vnlloirs. 

6. Find the meaning of Bonhomme Richard, and why giving that name 
to Jones's ship should have been considered an honor to Franklin. 

7. Discuss the question : Why would it not have been better for Wash- 
ington to leave some one in charge of the troops who were guarding the 
Hudson and to take command hiiuself of the Southern army ? 

FOR YOUR NOTEBOOK 

Write an account of one of the following: Clark's Conquest of the 
Northwest. Massacres at Wyoming or Cherry Valley. The Fight between" 
the Bonhomme Richard and the Serapis. 



XX 

AN AMERICAN MOUSE TRAP AND A BRITISH MOUSE 

The aid expected from tlu^ French luitl thus far not heen of 
much assistance to the Americans. The tieet, which would have 
helped Washington so nuich, had made only two H^yinjj; visits, in 
both of which it had failed to be of any use; and of soldiers, 
France sent none until July, 1780. Even then the six thousand 
who came under the connnand of Count Rochambeau were de- 
tained for a year where they landed in Rhode Island, before they 
could 1)(^ of any service to Washington. 

It was almost a hojx'less moment for the Americans when, 
through the stupidity of (lat(>s, a second Southern army was 
destroyed, and Cornwnllis left mjister of the South. Arnold's 
And .scarcely had this l)low fallen when another treason, Sep- 
eame to .startle the country and to sadden the h(>art, *^"'''^'' '^^^ 
of the great comtnander. This time it was treachei\- in ;in 
officer who had been honored for his liravery and trusted, even 
admired, by the great chief himself. Benedict Arnold, the hero 
of Queljec and of Saratoga, beloved by his men, and known even 
among the British as the '^fighting general," had somehow been 
tran.sformed into the blackest of traitors. This is the story: — 

Even before his part in the campaign against Burgoyne, Arnold 
had felt that he was unjustly treated by Congress, as no doubt 
he was. In that campaign we remember his treatment by dates, 
and have no difficulty in believing that he gnnv more dissatisfied 
under it. Returning to Washington's camp after the Northein 
campaign was over, the great general assuretl him of his contiiuicd 
respect and approbation; and when Clinton left Philadeli)hia in 
June, Arnold, who was still unfit for active duty because of his 

229 



230 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 

wouml received at Saratoga, was placeil in coiiimaiul tiierc. 
Just when the evil thoughts which afterward proved his ruin 
first began to come into his mind we cannot tell; but ])erhai)s 
his falhng in love and his marriage with a beautiful young lady 
belonging to a Tory family may have had something to do with it. 
Congress still continued to regard him with disfavor, and he 




The Hudson at West FuiiU 

grew bitter in his feeling toward it. He resolved to have revenge. 
()l)taining from Washington the command of West Point, the 
strongest American position on the Hudson, he seems to have 
deliberately planned to betray it to the enemy. 

Letters jiassed between him and Clinton, and at length a 
young Uritish officer, Major Andre, was sent to me(^t Arnold, 
and make the final arrangements. On his way back Andre was 
captured, and the papers Arnold had given him were found in 



AN AMEPJCAN MOUSE TRAP AND A BRITISH AIOHSK 231 

hi.s stockinj^s. l\('C('i\iM<i; word that Aiidn'' was taken, Arnold had 
hardy time t(^ escape to a J3rit.ish inau-of-war in the river. His 
uuhap])y wife was left in a swoon, into which the liastily told 
story of his treachery had tlirown iier. 

The treason had fail(>d, and Arnold had succeeded only in 
accomplishing his own downfall. Joining the British army, he 
fought against his country m(>n, and when the war was over went 
to live in England. Neither he nor those who knew him could 
ever forget his black deed. Despised by others and even by him- 
self, he led a miserable life. On his deathbed he asked for his old 
('ontin(Mital imiform; putting it on, he added the epaulets and 
shoulder knots presented him by Washington after Saratoga. 

"Let me die in this old uniform," he said, "in which I fought 
my battles. May God forgive me for ever putting on any other." 

Andre was hanged as a spy. No one who reads the sad story 
of this handsome and accomplished young officer can but feel 
saddened at his untimely fate; but the law of war-time is in- 
exorable. As a spy he was captured, as a spy he had to die. 

In spit(> of treachery and disaster, in spite of the discontent of 
liis soldiers, who were still scantily clothed, half starved, and 
receiving little, if any, pay, Wasliington set to work on the prob- 
lem waiting to be solved in the South. Gates had succeeded in 
gathering together again about fourteen hundred of his soldiers. 
The militia of the neighboring states were beginning to assemble 
to defend their homes. To this foundation of an army Washing- 
ton again sent reenforcements, and best of all, a Greene given 
corps of the ablest officers in the service. Greene command in 
was in command, and under him Morgan, who had ^ °^ 
been with Arnold in Canada and at Saratoga, and who was 
renowned for his courage and daring; Henry Lee ("Light- 
horse Harry" he was called), a young officer who was a vmiversal 
favorite, because of the deeds he and his perfectly trained cavalry 
had done; and Colonel William Washington, another fine cavalry 
officer, and a distant relative of the conunander-in-chief. Baron 



232 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 



Stfuhcu was sent to Virginia, and later Lafayette, "the boy," as 
Cornwallis called him, was placed in the same state. At last the 
South was to see something accomplished. The dark days of 

winter and disaster were soon 
to give waj^ to the brighter 
light of spring and victory. 

Scarcely had the new year 
begun when Morgan with half 

Battle at ^^^ ^'^^^'' ^rm}' WOU 

the Cowpens, a brilliant victory 

January 17, j^f, the Cowpens, 

1781 r • • V 

over a division 01 

llie British forces sent by Corn- 
wallis to oppose him. Hope 
l)egan to revive, (ireene, 
meanwhile, by a series of re- 
treats worthy of Washington 
himself, had been luring Corn- 
wallis to follow him farther and 
farther to the northward. In 
February Morgan joined him, 
and after a month more of eluding every effort of Cornwallis to 
fight, reenforcements arrived, and Greene was ready for battle. 
And when the fight was over, though Greene could not claim a 
victory, he had succeeded in cutting down Cornwallis's force to 
scarcely sixteen hundred men, — an army too small to risk 
another battle, too small to dare attempt the long march back 
to South Carolina, and too small to stay so far from the fleet and 
among a people as unfriendly as those of North Carolina. 

Hastening to Wilmington, Cornwallis decided that the only 
thing for him to do was to abandon the Carolinas for the mo- 
ment and to start anew in Virginia. He accordingly set out for 
that state. Much to his astonishment, Greene did not follow 
him, but turned once more to South Carolina, where he soon 




AN AMERICAN MOUSE TRAP AND A BRITISH MOUSE 233 



succeeded in winning back the whole state except Ciiarleston, 
which was guarded by the British fleet. 

Cornwaliis, meanwhile, with reenforcenients wliicii gave him a 
force of five thousand men, was all intent upon conquering Vir- 
ginia. First of all he would defeat Lafayette. "The Cornwaiiis at 
boy cannot escape me," he said. But the boy not ^orktown 
only escaped, but \vd Cornwaiiis up and down the state until 
the British general was 
quite exasperated. He was 
getting too far from the sea. 
He must place himself 
where the fl(H't, which he 
daily expected, could reach 
him. Early in August he 
took up a position at 
Yorktown, on a pen 
insula between _ 
the York and ^ ^ 
the James. 




( lix-«»,l_ 

During X'N O R^t H 



these 



months, 

k'^ashing- 

was not 

idle in the 

orth. He and 

lambeau were 

ng a combined 

)on New York, 

came that the 

>'-*coniu'aius long-cxpectcd French fleet was 

on its way from the West Indies, 

A daring, almost a wonderful, plan leaped into Washington's mind. 

If the French fleet could be sent to Yorktown, if Lafayette's force 

on the land could be made too strong for Cornwaiiis to break 



234 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 

Miroujili, if Wasliiiiglon liimsclf with 1-iis jirniy and thai of 
Kochainboau could only get there in time — it was the chance 
of a lifetime ! And the great commander decided to make the 
attempt. 

It was a hazardous game; but, if it should succeed, it would 
be the greatest achievement of the war. Should it fail — but it 




Washington's Headquarters at Newburg 

should not fail ! On the last day of August the great French fleet 
appeared in the Chesapeake. No escape for the British ])y sea, 
unless the British fleet could destroy that of the French. That 
was tried, and it failed. Across the narrow neck of the penin- 
sula Lafayette now took his stand with a force numbering eight 
thousand men. Cornwallis was in a trap. Should he try to 
break through Lafayette's line? It would m(>an a heavy loss of 
life. Surely the British fleet would return and let him escape by 
sea. If not, he would then attack "the boy." 



AN AMP]RICAN MOITSE TIiAI> AND A BRITISH MOUSK 235 



NEW Y O R JK 




P E N >' S V^L V A N I A '-^ > I'rlV •■(..n 
X.-AC^jersey / -'4 




VI R G-J_N 



I^ul though Coruwallis had 

no idea of such a thing, Wash- 
ington himself was Washington's 

on thr way. Leav- great march 

ing only a small toYorktown 

guard at West Point, Washing- 
ton had begun the march which 

was to make his daring plan a 

brilliant success. Not a man in 

the force of six thousand men 

knew where the swift march was 

to lead them. Washington 

dared trust the S(^cret to no one 

save Rochambeau. Clinton was 

uneasy, and feared an attack 

upon New York. Washington 

was halfway across New Jersey 

before it became clear that New 

York was not his destination. He had reached Philadelphia 

before the greatness of his plan was apparent. Clinton saw the 

game at last, but it Avas too late. He was powerless. 

On the 5th of September the army had reached the head of 

the Chesapeake. From this point the soldiers were carried in 

ships to the place which was now 
being watclu^l with breathless inter- 
est. Cornwallis had lost his last 
chance. Day by day fresh troops 
arrived to strengthen the door of the 
trap, until, by Sept(>niber 26, sixteen 
thousand men were massed across the 
peninsula's narrow neck. 

n'he game was won. ("oruwallis 
could do iiolhing l)ul surrctidrr. 
Closer and closer the Americans ap- 



Washington's March to Yorktown 





u^ -° 



AN AMERICAN MOUSE TRAP AND A BRITISH MOUSE 237 

preached the British force. The roar of cannon added its sum- 
mons to the besieged commander. On the 17th of October, 17?1, 
the end was reached, and Cornwallis's whole force „ , 

• r. 1 Yorktown 

was surrendered to the alhed armies of the United surrendered 
States and France. October 17, 

Even as in 1776 the campaign around Boston had ^"^^^.y 
failed ; as the same year the attempt to break through the hne of 
the Hudson had proved fruitless; as in 1777 the carefully planned 
campaign of Burgoyne had ended in utter disaster; so now the 
plan to redeem the South must take its place with the rest, an 
absolute failure. More than six years had passed since the war 
began, and the British held no state but Georgia, and outside 
that state no foothold, save only Charleston and tha city of New 
York. 

THINGS TO REMEMBER 

1. A third Southern army was formed. Greene, with a corps of able 
officers, went to take charge of it. 

2. General Morgan gained a brilliant victory for the Americans at the 
battle of the Cowpens. 

3. Greene drew Cornwallis into North Carolina, far from the British 
fleet. 

4. Cornwallis decided to go on to Virginia. Greene did not follow him, 
but returned to recapture South Carolina. 

5. Cornwallis took up a position at Yorktown, on a peninsula in Virginia. 

6. Washington, with the aid of the French troops and of the French fleet, 
succeeded in hemming him in there. Cornwallis was obliged to surrender. 



THINGS TO READ 

1. "The American Revolution," Fiske, Vol. II, pp. 275-278. 

2. "Stories of the Old Dominion," Cooke, pp. 298-334. 

3. "American Leaders and Heroes," Gordy, pp. 189-207, 211-220. 

4. "George Washington," Scudder, pp. 194-202. 

5. "The Boys of 76," Coffin, pp. 303-333, 380-395. 

6. "George Washington," Hale, pp. 244-247. 

7. "A Short History of the Revolution," Tomlinson, pp. 264-316, 
^33-386, 



238 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 

8. "The BostoQ Tea Party/' Watson, pp. 135-151, 205-209. 

9. " Hero Tales from American History," Lodge and Roosevelt, pp. 1-15. 

10. "True Story of Lafayette," Brooks. 

11. "Two Spies," Lossing. 

12. "A Great Treason," Hoppus. 

13. "The Hero of Cowpens," McConkey. 

14. "The War of Independence," Fiske, pp. 167-181. 

15. "American Fights and Fighters," Brady, pp. 84-116, 143-159. 

16. " George Washington," Hapgood, pp. 239-248, 258-268. 

THINGS TO DO 

1. Find the meaning of approbation, corps, cavalri/, luring, eluding, 
exasperated, hazardous. 

2. Discuss, the question : In what ways did Greene show himself a 
great commander in his Southern campaign ? 

3. Place in your portfolio a portrait of Lafayette and a copy of Trum- 
bull's picture of Cornwallis's surrender. 

FOR YOUR NOTEBOOK 

1. Show by a map how Cornwallis was hemmed in at Yorktown. 

2. Make a list of the generals on each side during the war, as far as you 
know them. Try to recall briefly the career of each. 

3. Write an account of the siege at Yorktown. 

I. Cornwallis's position at Yorktown. 

II. Who was there to oppose him — his force. 

III. Washington's plan. 

IV. How this plan was carried out. 




North America at the Close of the Revolution (Treaty 1 783) 



XXI 

PEACE 

When the news of Yorktown reached England in the latter 
part of November, there was great excitement and dismay. ''It 
is all over," said Lord North. Such, indeed, seemed to be the 
opinion of every one except the king. He protested loudly that 
the war should go on, and to show how much he was in earnest 
began at once to plan a new campaign. Many people in Eng- 
land wei-e, however, glad to see a chance of the war's coming to 
an end, while the friends of America in Parliament openly re- 
joiced. 

There had been other news scarcely less distressing to the 
ministry than that from America. Misfortune seemed to come 
from all sides at once. There was revolt in the British posses- 
sions in India and trouble in Ireland. Spain had captured the 
last British' post in Florida, and one of England's treasured 
islands in the Mediterranean. France was creating havoc in the 
West Indies, and was aiding Spain in besieging Gibraltar. Ships 
and soldiers were needed everywhere at once. 

It was in vain that the king asserted he would give up his 
throne rather than acknowledge the independence of the United 
States. Public feeling was against him. Even Lord North re- 
fused any longer to carry out the king's ideas. There was no 
course open but to yield, so the king at last agreed, saying that 
the Americans were a wretched set of knaves and he was glad to 
be rid of them. 

The work of making the treaty which should bring the war 
to a close was begun in the spring of 1782. There were many 
things to be considered, and since not only America, but her allj'^, 

239 



240 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 

France, and not only France, but her ally, Spain, must be thought 
of, there were times when it seemed as though no conclusion 
Negotiations would ever be reached. Franklin, John Adams, and 
for peace, John Jay represented the United States, and by their 
1782-1783 skill the new nation gained everything that it could 
reasonably ask, — independence, the territory between the Alle- 
ghenies and the Mississippi, and fishery rights off Newfoundland. 




Washin^on Resigning his Commission 

The treaty was finally concluded at Paris in September, 1783. 
At last the American states were free. The liberties they had 
asserted in the Declaration of Independence, and for which they 
had fought so long and so well were theirs at last. The last page 
of the story of the Revolution was completed. But, as always 
happens, a new story was beginning, even before the old one 
reached its end. There is still a chapter in the story of the 
nation's birth to be told. 



PKACK 241 

THE TREATY 

England made, of course, three treaties, — with the United States, with 
France, and with Spain. We need take special note only of the American 
treaty. 



England 



Acknou'lcdijcd 

independence of the thirteen 

states. 
Gave 

the territory between the .\lle- 

ghenies and the Mississippi. 
Received 



United States 



Gave 

assurance of the payment of 

private debts. 
Beceived 

acknowledgment of independence, 

territoiy between AUeghenies and 

Mississippi. 



assurance thai private debt.s ' Retained 

would be paid. right to fish on the banks of New- 

I foundland. 



THINGS TO REMEMBER 

1. The news of Cornwallis's surrender wa.s received with dismay by the 
British ministry. 

2. England's European wars were also unsuccessful. 

'.^. The people of En!j;land were anxious to have peac^e. The king was 
obliged to submit. 

4. A treaty of peace was final!}' concluded in 1783, England acknowl- 
edging the independence of the United States. 

THINGS TO READ 

1. "George Washington," Scudder, pp. 203-218. 

2. "A Short History of the Revolution," Tomlinson, pp. 398-407. 

3. "The War of Independence/' Fiske, p. 182. 

4. " American History," Ashley, pp. 183-186. 

5. "George Washington," Hapsood, pp. 280-282. 

THINGS TO DO 

1. Find the meaning of revolt, havoc, knaves. 

2. Review the Struggle for Independence, using the outline on page 242 
as a basis. 

3. Review Washington's career as commander-in-chief. What qualities 
did he show? 

R 



242 AMERICAN HISTORY FOR (IRAMMAR SCHOOLS 



I'OR YOUR NOTEBOOK 

1. Make a map to show the boundaries of United States territory, ac- 
cording to the treaty. 

2. Copy the treaty for your notebook. 

.'}. Write about some hero of the Revolution. 

[Do not forget that the common people, who were neither generals; 
nor statesmen, the soldiers whose highest service was obedience to 
orders, the women who struggled to till the little farms and to 
support their families while "father was gone to war," even the 
boys and girls who did the small things which fell to their lot to do 
in helping the great cause, were as much heroes in their way as the 
brilliant and the famous.] 

OUTLINE 

II L The Struggle for Independence. 
^4. Cause. 

B. Events which led to the war. 
C The war begun — ■ campaign around Boston. 
L Lexington and Concord, April 19, 1775. 

2. Bunker Hill. 

3. Expedition to Canada. 

4. Evacuation of Boston by the British. 

D. Independence. 

E. Campaign around New York. 

1. Importance of New York to each side. 

2. What the British accomplished in the campaign. 

3. What Washington accomplished. 

F. The New Jersey campaign. 

1. Washington's retreat; the British pursuit. 

2. Trenton ; Princeton. 

3. Results. 

G. The campaigns of 1777. 

L Burgoyne reaches Fort Edward. 

Victories — Crown Point and Ticonderoga. 
Delay and defeat — Bennington. 

2. St. Leger besieges Fort Stanwix ; his force is scattered. 

3. Howe's campaign around Philadelphia. 

4. Burgoyne's defeat, October, 1777. 
//. The winter at Valley Forge. 



PEACE 243 

/. Money affaii's. 

./. The French alhunce. 

K. The British in Philadelphia; their winter; why they left the 

city; battle of Monmouth. 
L. Conquest of the Northwest. 
M. War on the ocean. 

1. The American navy ; Paul Jones. 
iV. War in the South. 

1. Georgia conquered. 

2. Charleston taken, and the Southern army of the Americans 

captured. 

3. Gates utterly defeated at Camden. 

4. Greene's campaign. 

a. Morgan's victory at the Cowpens. 

b. Greene and Cornwallis. 
.). Cornwallis in Virginia. 

6. Yorktown; the siege; the surrender. 
0. Peace. 

1. The treaty. 

2. Boundaries of the new nation. 



THE CRITICAL PERIOD OF AMERICAN HISTORY 

XXII 

THE ARTICLES OF CONFEDERATION 

Throughout the story of the war for independence we have 
seen again and again the trouble which came from the lack of a 
government in the United States. There were the state govern- 
ments, it is true, but if the states were to be united, and to act 
as one nation rather than thirteen, there must be some central 
power to make and keep them a harmonious whole. 

At the time the Declaration of Independence was adopted, 
Congress recognized this need by appointing a committee to draw 
up a plan of united government which should be submitted to the 
states for their approval. This was no easy task. Though 
united against a common foe, the states were far from united in 
spirit. There had always been jealousies between Puritan New 
England and gay, pleasure-loving New York; between staid, 
sober Pennsjdvania, and aristocratic, slaveholding Virginia. 
There were real quarrels, sometimes of long standing, over the 
boundaries of neighboring states. The Ohio country was claimed 
by no fewer than four of the thirteen. Each state was afraid 
that she would lose some of her rights if she agreed to a strong 
central government. None of the number was willing to be 
taxed by a central power. It was indeed a hard task to 
make a government which should please thirteen such warring 
elements, and at the same time be a government worthy of the 
name. 

Difficult as the task was, however, the committee drew up 
what were called the Articles of Confederation, and not long after 

244 



THE ARTICLES OF CONFEDERATION 



245 



Burgoyne's surrender, in 1777, the Articles were sent to the 
states for approval. There was much discussion, but in March, 
1781, about six months before Cornwallis surrendered, the last 
of the thirteen states ratified the plan. „, ._,. , 

^ The Articles 

The Articles of Confederation are often spoken of of Confeder- 
as the " League of Friendship." Each of the thirteen ation adopted, 
members of the League was still to be a "sovereign ^'^^^ 
state," and the central govenlment was to be a Congress, made 
up of delegates appointed yearly by the states. The number of 
delegates representing the various states varied from two to 
seven, but the number made little difference, since, however 
many there were, the state had but one vote. No law on any 
subject could be passed without the consent of nine of the 
thirteen states. 

Congress was to declare war and make peace, make treaties, 
and regulate the value of coins. It was also to control the army, 
but could raise soldiers only by calling upon the states for them, 
as the Continental Congress had done during the Revolution. 
The power of taxation was to be exercised entirely by the states. 





Spanish Coin French Coin 

In use in America during tho Revolution. 



Congress again might ask for money, assessing each state in pro- 
portion to the value of its real estate, but it was quite powerless 
if the states did not pay the tax. The states, also, as well as 
Congress, were to have the power of coining money or of issuing 



246 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 

paper currency and requiring its acceptance in payment of debts. 
Last of all, the Articles could be changed or amended only by 
consent of all the thirteen states. 

This, then, was the government under which the United States 
began its independent existence. It is worthy of study if we 
would understand the story of the years immediately following its 
adoption. 

I'liWKHS HKLl) HV CcJNUKKSS AND THE StATES DNDKR THK AkTIOLES 

OF Confederation 



Congress 


States 


Lawmaking (with 9 votes out 


of L3). 


Raising money by taxation. 


Declaring war and peace. 




Imposing duties on imports. 


Making treaties. 




Raising an army. 


Controlling army. 




Coining money. 


Maintaining navy. 




Regulating all commercial affairs. 


Coining money. 






Asking states for money and soldiers. 

r— — T-T-: -■ 1 





under the 
Confederation 



The weak points in the Articles of Confederation were not 
Government long in showing themselves. All through the war 
the country had suffered from having no govern- 
ment, but its sufferings were small in comparison 
with the utter confusion which soon succeeded the coming of 
peace. 

There were commercial difficulties and financial difficulties and 
quarrels between states. The people everywhere were poor, and 
in many cases their farms had been ruined or their business en- 
tirely stopped by the war. 

Commerce with England was at a standstill, and in spite of the 
efforts of John Adams, who was sent as our first minister to Eng- 
land, the English government would do nothing to change the 
navigation laws which had made so much trouble. Indeed, the 




^ oC_ , /f 1 > \Ilalcigh 

TV 

soItth\ \ 






^<— >" 



sCAimiNX 






\ ^ 



o 



/JCapeJMteras_ 



I Of M e JT I c o 






^^9 



SCALE OF MILES. 
100 200 300 400 



i^-~ New York, elaioied 'western laml 

as far south as the Tennessee River. 



86° Lougitude Weat 80° from Greenwich 




CLAIMS AND CESSIONS. 



THE ARTICLES OF CONFEDERATION 247 

English government looked with apparent satisfaetion upon the 
coniniereial distress in America. Many English statesmen pre- 
dicted a speedy falling apart of the Union, and the return of 
the states one by one to ask the protection of the mother 
country. 

There Avas no way in which the new nation could compel Eng- 
land to enter into fair commercial relations with her. She could 
not even make laws against British ships and owners, as the 
British had done against those of America. If any such laws 
were to be made, it would have to be done by each of the thir- 
teen states, since Congress was given no power in regard to 
commercial affairs. And there was little likelihood of the thirteen 
states agreeing upon the matter. They could not even agree in 
regard to conmiercc among themselves. Connecticut had laid a 
duty upon goods brought from Massachusetts; Pennsylvania, on 
those from Delaware; while New York and Rhode Island were 
like greedy children, reaching out to seize whatever they could 
lay their hands on. 

Fortunately one source of dispute had been adjusted at the time 
the Articles were adopted. This was the ownership of the North- 
west Territory, The people of Maryland had done a great service 
to the country by insisting that all conflicting claims to the Ohio 
country be given up to the general government. All had fought 
for it, therefore all should share in the benefits from it. And since 
Maryland refused to agree to the Articles of Confederation unless 
these claims were abandoned, the states gave them up. 

In 1787 Congress passed laws providing for the government of 
the Northwest Territory. It was, as settlement warranted, to be 
divided into five states. Freedom in religious matters The Ordinance 
was provided for ; education was to be encouraged ; of 1787 
and, most important of all, slavery was forever prohibited. This 
Ordinance of 1787, as it is known, was the most important act of 
the government under the Confederation. 

The feeling between the various states grew more and more 



248 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 



bitter, and the boundary disputes were waged more fiercely. 
Congress was powerless to settle any of the difficulties. It could 
not even collect the money necessary to pay the government ex- 
penses. Many of the states paid no attention to the calls of 
Congress for money, and when they did notice these demands it 
was almost impossible to collect taxes from the poverty-stricken 

people. There was very little 
money in the country, and 
that little was made up of 
all sorts of coins, — ^English, 
German, Spanish, French, — 
making a confusion of values 
that was somewhat distract- 
ing to an ordinary mind. Nor 
was this all. Many of the 
states, in the hope of bettering 
affairs, began issuing paper 
currency. Thus to the con- 
fusion of foreign coins, which 
had at least some value, was 
added that of half a dozen 
issues of paper money, which 
soon came to have no value 
at all. 
The country was in a sad state. The government, distrusted 
at home, despised abroad, was almost worse than no government. 
The people everywhere were in debt, and they grew daily more 
Shays's and more discontented. Finally a large body of 

Rebellion Massachusetts farmers tried to lessen their troubles 
by rising against the state government. They banded to- 
gether, with Daniel Shays, a Revolutionary captain, as their 
leader, and for six or seven months they marched about west- 
ern Massachusetts, preventing the courts from meeting and 
plundering the country wherever they went. 




Alexander Hamilton 



THE ARTICLES OF CONFEDERATION 



249 



The whole nation became alarmed. What had happened in 
Massachusetts was likely to happen in any of the states. Clearly 
the Confederation was not a success. Washington and Franklin 
urged that something be done to strengthen the national govern- 
ment before it should be too late. Two younger men, Alexander 
Hamilton of New York, and 
James Madison of Virginia, 
worked persistently toward the 
same end. Most of the states 
still opposed a strong central 
government, but it was evident 
that something must be done. 

Reluctantly, therefore, all the 
states except Rhode Island sent 
delegates to Philadelphia to devise 
means for improving the govern- 
ment. These delegates made up 
what is known as the Federal 
Convention, and the work this 
convention did gave us the foun- 
dation of our government to-day. 
If we would understand the years of progress and prosperity 
which came when the Federal Convention had done its work, and 
the states had taken the Constitution it devised as the law of 
the land, we must diligently study that Constitution, the corner- 
stone of our national life. 




James Madison 



THINGS TO REMEMBER 

1. • Under the Articles of Confederation the states held most of the power, 
and Congress A^ery little. 

2. Congress was especially weak in the fact that it could not enforce its 
own laws, and had no part in controlling commerce. 

3. The Articles of Confederation were not a success. 

4. Commerce with foreign nations was almost entirely stopped. Con- 
gress could of course do nothing to improve this state of affairs, and it 



250 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 

seemed impossible for the states to agree on anything relating to commer- 
cial matters. 

5. The states were jealous of one another, and made laws which de- 
stroyed domestic commerce. The people every where were poor and in debt. 
Money was scarce, and taxes could not be collected. There was great dis- 
tress. The issuing of paper money by Congress and by many of the states 
made things still worse. 

6. There was in Massachusetts a rebellion of poor people against the 
state government. It was feared that this might happen in any or all of 
the states. 

7. The necessity of a new government was at last acknowledged by 
most of the people. 

THINGS TO READ 

1. "George Washington," Scudder, pp. 219-225. 

2. "The Critical Period of American History," Fiske, pp. 108-112. 

3. "The Story of Massachusetts," Hale, pp. 300-303. 

4. "Stories of the Old Bay State," Brooks, pp. 156-165. 

5. "The War of Independence," Fiske, pp. 182-190. 

6. " American History." Ashley, pp. 180-199. 

THINGS TO DO 

1. Find the meaning oi financial, plundering, persistently, devise, critical. 

2. Discuss the questions : Why would the issue of paper money afford 
no real relief? Why should this time be called the "critical period" ? 

3. Prepare yourself to write clearly your opinion as to the reason for the 
failure of the Articles of Confederation. 

FOR YOUR NOTEBOOK 

1. Copy the statement of distribution of power under the Articles of 
Confederation. 

2. State the faults of the Articles. 



XXIII 

FRAMING THE CONSTITUTION 

In May, 1787, the delegates to the Federal Convention as- 
sembled in Philadelphia, in the old Statehouse, where the Con- 
tinental Congress had held its meetings. Once more the staid old 
Quaker City was to .see the meeting of some of the country's 
greatest men. Once more the walls of "Independence Hall," 
as we call it now, were to ring with the discussion of great ques- 
tions. For now, no less than in the days preceding the Declara- 
tion of Independence, was America facing a crisis. The work 
to be done was serious work, and upon it was to rest the history 
of the future. Should it be shameful history of civil war and 
anarchy, or the glorious story of a nation loved by her people 
and honored by the world ? 

The members having all, or nearly all, arrived, the convention 
was called to order, and Washington was elected its president. 
It was decided that the proceedings of the assembly ^j^^ Federal 
should be kept secret, that the delegates might be Convention, 
quite free from the restriction of public opinion in May to Sep- 
their various states. In September the work which *™ ^^' ^^ ^ 
had been done was made public and gent to the states for 
their consideration. Not until more than fifty years had passed 
did the story of the discussions which led to this result come to 
the knowledge of the people. 

It will help us to understand the Constitution if we consider 
some of the questions its makers had to face and see how they 
met them. First of all, the Articles of Confederation had been a 
compact between states, and all its laws had been made to oper- 
ate upon states and not upon individuals. Here Avas one reason, 

251 



252 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 

and the greatest reason, why Congress had been so powerless to 
carry out its decrees. Individuals who break the laws under 
which they live can be punished; they can be fined or sent to 
prison. But who could imprison a state which refused to obey 
the law ? Or of what use would it be to fine a state when Con- 
gress had no power to make the state pay the fine ? The great 
minds of the nation began to see that the central government 
must somehow be empowered to make laws which should be 
binding upon individuals, regardless of the state in which they 
lived. If this were true, then must not the central government, 
or at least the lawmaking part of it, be made up of representa- 
tives, not of the states, but of the people of the states as indi- 
viduals ? So questioned the wise ones. 

But at this there was a storm of protest. What would become 
of the little states, plaintively asked their delegates, if such a 
plan were adopted ? What chance would Georgia, for instance, 
have in a Congress in which she would have but one representa- 
tive, while Virginia would have sixteen ? 

But, came the reply, is it right to give the people of Georgia 
just as much power in the lawmaking bod}^ as is given to the 
people of Virginia, who are sixteen times as many ? 

It was difficult work, however, to persuade the delegates from 
the smaller states that any fate except utter destruction awaited 
these states in the proposed plan. Both sides were excited and 
angry, and the convention came near being entirely broken up. 
At last, however, each side yielded a little to the other, and a 
compromise was made. By it came the present arrangement of 
the lawmaking part of our government. 

Congress, it was planned, should be made up of two houses. 
In one of these the members should represent the 

Compromise ^ 

between large people of the country. That is, each state should 
and small be represented according to the number of people 
states -^ j^ j^ ^YiQ other house the states, regardless of 

size, should have equal representation. It was a wise plan, and 



FRAMING THE CONSTITUTION 253 

the delegates from the small states were willing to accept it. 
Indeed, we see no more antagonism between small states and 
large ones. 

A new subject of controversy soon arose, however. This was 
the question of slavery, and the feeling concerning it which we 
see arising in the convention was destined to grow in the years 
to come until it should become a danger, threatening the very life 
of the nation. At this time, however, no one had any thought 
of such a state of affairs in the future. There were in 1787 some 
slaves in all the states except Massachusetts; but the number 
north of Maryland was small, and it was evident that slavery 
would sooner or later die out in all the Northern states. Neither 
the climate nor the industries of the people were suited to the 
use of slaye labor. Indeed, it was beUeved by many people that 
slavery would disappear even in the South after a time. In 1787, 
however, the Southern states had many slaves, and when a ques- 
tion relating to slavery came up in the convention, the North 
and the South were naturally found on opposite sides of it, as 
they were always found as long as slavery endured. 

The first of these questions came when it had been decided 
that people and not states should be represented in the lower 
house of Congress. The number of people in a state compromise 
would determine the number of representatives to between slave 
which the state was entitled. The question im- ^^'^ ^""^^ 
mediately arose, What of the slaves ? Should they 
be counted in the number of people or not ? The Southern dele- 
gates were prompt in their reply that certainly slaves were people. 
The delegates from the North were equally prompt in their re- 
sponse that slaves were only property. Immediately discussion 
began, and it was long and bitter. As in the contest between 
large states and small, the matter was finally settled by a com- 
promise. It was agreed that in counting the population of any 
state for the assignment of representatives, every five slaves 
should be counted as three persons added to the population. 



254 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 

This, of course, was a partial triumph for the South, as it in- 
creased the number of their representatives; and it helped to 
make the South powerful in Congress for all the years that slavery 
lasted. But since without this compromise it is doubtful whether 
the Constitution would ever have been adopted, the action of 
the convention was doubtless wise. 

Once more the slavery question came up, and once more a 
compromise was necessary to end the discussion. There were 
those in the convention as elsewhere who believed that slavery 
would sooner or later die out in all the states. There was a grow- 
ing party in Virginia favoring its abolition, and also in Mary- 
land. And everywhere except in South Carolina and Georgia 
most people believed that the slave trade should be stopped. 
These two states wished it continued because the exhausting 
work in rice and indigo fields used up negroes very rapidly, and 
the planters depended upon frequent additions to their workers. 
When it was proposed in the convention to put a stop to the 
importation of slaves, the delegates from Georgia and South 
Carohna were firm in their refusal to consider the Constitution 
at all if such a measure was introduced. It would not do to go 
on without them. There were too many doubtful states already. 
If these two should reject the Constitution, it was more than likely 
that it would never be adopted. 

What would have been done is chfficult to guess had it no( 

been that another question equally hard to settle presented itself, 

and a sort of "bargain," as one delegate called it. 

Compromise o j cd , 

between com- was made. This was the question of allowmg Con- 
merciai and gress to regulate commerce. The Southern delegates 
piantmg ^j^ opposcd this strongly, and it was passed only 

when Georgia and South Carolina consented to vote 
for it on condition that the New England delegates should vote 
to prolong the slave trade for twenty years, which thoy accord- 
ingly did. 

We can see now how" disastrous this extension of the slave 



FRAMING THE CONSTITUTION 



255 



trade became, because we can look back and see tlie wonderful 
inventions which came early in the new century to change the 
whole face of the slavery question. But in 1787 the page of the 
new century had not been turned, and it was generally hoped 




Signing of the Constitution. September 17. 178^ 
From an early unfinished picture. 



and believed that the Ufe of slavery in America would be short, 
and its end peaceful. - 

These were the great struggles which made the lawmaking 
part of our government what it is. There were other but lesser 
discussions in regard to the executive department, and that of 
the courts or juchciary. Should there be one executive or more 
than one ? This was a question which was much discussed, and 
in answer to which many strange plans were proposed. It was 
finally settled that there should be but one, that he should be 



256 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 

elected by a body of men expressly selected by the various states 
for that purpose, that he should hold office for four years, and 
should be known as the President of the United States of 
America. 

In regard to the courts of the nation, the principal thing we 
need to notice is that to the highest or Supreme Court was in- 
trusted the duty of explaining the Constitution and of deciding 
any doubtful points in regard to it that might arise. 

To provide a home for this threefold government, it was de- 
cided that a territory not more than ten miles square should be 
given to the nation. Here forever should be the seat of the 
national government, here should be the center of the great 
machinery of the nation's life. 

Thus the three departments of the government were planned, 
and the duties of each were outlined in the Constitution which 
was submitted to the states. The great work of the convention 
was done. It only remained to be seen what the states would do 
with that work. 



THINGS TO REMEMBER 

1. The Federal Convention met in 1787. 

2. It formed the Constitution by which we are now governed. 

3. There were three great compromises necessary to satisfy the dele- 
gates from the various states. 

a. The first of these was a question as to representation, — whether 
it should be equal for all states or in proportion to the number 
of people, It was settled by adopting the idea of equal repre- 
sentation in the upper house, while that of representation in 
proportion to population was decided upon for the lower house. 

6. A second controversy — as to whether slaves should be counted in 
the population when assigning representatives — was settled by 
allowing five slaves to count as much as three free men. 

c. A third compromise concerned the slave trade. It was to be per- 
mitted for the next twenty years after the formation of the Con- 
stitution, in return for which the Southern delegates withdrew 
their opposition to the control of commerce by Congress.. 



FRAMING THE CONSTITUTION 257 

THINGS TO READ 

1. "True Story of Franklin," Brooks, pp. 211-229. 

2. "The Critical Period," Fiske, pp. 230-232, 226-228, 301-305. 

3. "The War of Independence," Fi.ske, pp. 190-193. 

1. " History of the United States," Adams and TnMit, pp. ISl^lSS. 
5. " George Washington," Hapgood, pp. 306-312. 

THINGS TO DO 

1. Find the meaning of crisis, anarchy, restriction, compromise, con- 
troversy, partial, abolition, indigo, executive, judiciary. 

2. Prepare yourself to tell clearly what is meant by our "threefold 
government," and tell the function of each of its parts. 

3. Place the picture of Madison, who is often called the "Father of the 
Constitution," in your portfolio; also that of Hamilton. 

FOR YOUR NOTEBOOK 

Write about the Federal Convention. 

1. When and where it met, and what it did. 

2. General plan of the government it devised. 

3. How the faults of the Articles of Confederation were overcome. 



XXIV 

IN THE HANDS OF THE PEOPLE 

The Federal Convention broke up, and its members set out 
upon their homeward journeys. Eagerly the people awaited 
their coming that they might see the plan which the convention 
had worked out, and concerning which the members had as yet 
told nothing. 

We must remember that there were at this time no railroads 
to carry the members spinning across the country to their homes; 
no telegraphs to flash the news of their work along the wires that 
very day to distant towns; no great newspapers printed by thou- 
sands of copies on whirring presses, to lay the text of the new 
Constitution next morning on the breakfast table of each family 
throughout the land. 

Most of the members rode home on horseback, with the precious 
document jt had taken all these months to form securely packed 
in their saddle-bags or buttoned tightly in the inside pockets of 
their coats. First of all, as an act of courtesy, the Constitution 
must be formally submitted to Congress and to the legislatures 
of the states. Then it must be submitted, as had been planned, 
to conventions of the people, called in each state to accept or 
reject the new government. If nine of the thirteen states should 
ratify it, the Constitution would become the law of the land, and 
the remaining four states might then accept it or remain out of 
the Union, as they chose. 

We have learned enough of the American people to know that 
there would be plenty of discussion of the new plan, and that not 
only the members of state legislatures and conventions, lawyers 
and other learned men, would take part in it, but also that the 

258 



IN THK HANDS OF THK PKOPLK 250 

plain people everywhere would talk it over in tavern and work- 
shop, on village greens and in the streets of the towns. We are 
not surprised to learn that the people naturally divided into two 
great i)arties, — the Federalists, who believed in the Constitu- 
tion and were putting forth every effort to secure its adoption, 
and the anti-Federalists, who, as their name implies, took the 
opposite side and fought vigorously against its acceptance. 
There were Federalists and anti-Federalists in every state, but 
in some states one party seemed stronger, and in some the other, 
while in still others they seemed so evenly balanced that it was 
hard to foretell the outcome. 

All through the winter and spring the discussion went on. 
Many and bitter were the objections raised by the anti-Federal- 
ists. What could be expected but tyranny from a government 
to which such unheard-of powers were given, they asked. What 
would prevent Congress from overtaxing the people ? How could 
the people, already overburdened with taxes, support an elabo- 
rate Federal government ? What need was there for a territory 
ten miles square as a seat for this government ? Why would not 
one mile square be enough ? What was the matter with the old 
Confederation anyway ? And who were the men who had planned 
this scheme ? Hamilton and Madison ? Only boys ! Franklin ? 
In his second childhood ! And as for Washington, — the mildest 
of the anti-Federalists said he might be a good general, but 
planning a government was not exactly in his line. Some of the 
violent ones went so far as to call him a "born fool." 

Meanwhile, one by one the conventions of the people met in 
the various states, and one by one the news of their action be- 
came kno\vn throughout the country. Little Delaware led the 
way, ratifying the Constitution on December 6, 1787. Penn- 
sylvania and New Jersey followed in the same month, while 
Georgia and Connecticut decided for it in the first month of the 
new year. Five states ! There was much rejoicing among the 
Federalists, but the anxious time was not yet passed. The 



260 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 

Massachusetts convention met on January 9, the very day that 
Connecticut's name had been added to the Hst. What would 
the people of Massachusetts do with the Constitution ? The 
Massachusetts delegates to the convention had been doubtful 
from the first. Would the people of the "land of the town meet- 
ing" consent to give so much power to a far-away national gov- 
ernment? Samuel Adams, the "Father of the Revolution," was 
known to be opposed to it, and his influence in Massachusetts 
was mighty. But Samuel Adams was a man great enough to 
learn and great enough to admit himself wrong; and when the 
vote was taken on the 6th of February, he was among those who 
voted for the Constitution, which was ratified by a vote of 187 
to 168. 

The Federalists rejoiced greatly over the result in Massachu- 
setts, and when Maryland was added to the list in April, and 
South Carolina in May, but one state more was needed to make 
the nine. The Virginia convention met early in June. Once 
more the people awaited anxiously the news of its action, for 
Virginia, like Massachusetts, had been doubtful from the first, 
and like Massachusetts was too large and important to be left 
out of the Union. But, like Massachusetts again, the day was 
won for the Constitution by a narrow majority of 89 to 79. 

Meanwhile New Hampshire had reached a decision a few days 
previous to the action in Virginia. Ten states were now agreed. 
On the Fourth of July, only a few days later, the Federalists 
throughout the country celebrated their victory by such rejoicings 
as America had never before seen. The people as a whole were 
wild with enthusiasm. The country was saved ! 

The three remaining states finally decided to come into the 
Union. In New York, where the anti-Federalists were especially 
strong, the ratification was largely due to the efforts of Hamil- 
ton, and took place soon after that of the other ten. North 
Carolina and Rhode Island were slower, remaining outside the 
Union until it was really estabhshed, and the first President had 



IN THE HANDS OF THE PEOPLE 261 

been in office some time. But they came at last, and tfie "thir- 
teen original colonies" were banded together into one nation. 

The question, "What will the people do with the Constitu- 
tion?" is answered. The new question becomes, "What will the 
Constitution do for the people?" 

THINGS TO REMEMBER 

1. It was necessary for nine states to ratify the Constitution to make 
it the law of the land. 

2. The people were soon divided into two parties — - Federalists and 
an ti- Federalists. 

3. Of these the Federalists proved the stronger, and the Constitution 
was adopted. 

4. Rhode Island and North Carolina remained out of the Union until 
after the new government was in operation. Then they decided to join 
their sister states. 

THINGS TO READ 

1. "The Critical Period," Plske, pp. 324-331. 

2. "Stories of the Old Bay State," Brooks, pp. 166-173. 

3. " Government and the Citizen," Ashley, pp. 135-14.5. 

4. "The Growth of the American Nation," Judson, pp. 92-97. 

5. "The Men Who Made the Nation," Sparks, pp. 181-198. 

THINGS TO DO 

1. Find the meaning of document, legislatures. 

2. Imagine yourself a member of the Federal Convention. Write the 
speech which you might make in presenting the proposed Constitution 
to the people of your state for their consideration. Remember that as yet 
they know nothing of the plan. 

3. Suppose that Rhode Island and North Caz-olina had never come into 
the Union. Would any disadvantages have come to them or to the other 
states from this action ? 



XXV 

AFTERWORD 

It is a glorious day in the springtime, — the last day of April, 
1789. The noon sun throws its most brilliant rays upon the city 
of New York, the temporary seat of the new American govern- 
ment. It is a gala day in the city. Crowds in holiday attire 




■ A' 




f7MU wy 







Federal Hall, New York. 1789 
Where Washington was inaugurated. 

throng the streets. A sound of military music bursts upon the 
air, and a company of soldiers comes into sight, escorting the 
man whom the crowds are assembled to honor. It is the nation's 
hero, Washington, — he who carried the nation safely through 
the perils of war; he who wisely counseled in the perils of these 

262 



AFTKinVOHl) 2{V.] 

later years of weakness; he who has been called by the people 
to lead them once more — to be the first to fill the chair which 
awaits the President of these United States. 

He comes ! and the crowds surge forward to give him greet in^. 
Hats wave, handkerchiefs flutter, all eyes are turned toward the 




George Washington 

From a photOKravure of the Stuart portrait fiuished at Philadelphia in the .sprinjt of lyqo 

Ck)pyrighted, 1893, by A. W. Elson Co., Boston. 



264 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 

balcony where he will presently appear. A hush falls over the 
great company as he steps forth, older, surely, — grayer, per- 
haps, — but with the same fine, calm face, the same commanding 
presence, the same even tones, as he promises that he will execute 
faithfully the office of the President of the United States, and 
defend the Constitution to the best of his ability. 

There let us leave him, standing before the people he has 
served so faithfully and so well. There let us leave the nation 
in the presence of its hero, the "Father of his Country," while 
the air rings with the shout, "Long live George Washington, 
President of the United States." 

OUTLINE 

IV. The critical period of American history. 

A. The Articles of Confederation. 

1. By whom planned. 

2. When and by whom adopted. 

3. Faults. 

B. Troubles of Congress and people. 

Commercial; financial. 

C. The Federal Convention. 

1. When and where it met, and what it did. 

2. General plan of the government it devised. 

3. How the faults of the Articles of Confederation were overcome. 

D. The adoption of the Constitution. 



PART III 

THE NATION'S LIFE AND PROGRESS 



265 



PART lil. 

THE NATION'S LIFE AND TliOGRESS. 

I. 

FOREAVORD. 

The history of the United States, compared with the his- 
tory of any country of P^iirope, is a very short story indeed. 
And }'et tliere have been interesting and important hai)pen- 
ings during the little more than a century since Washington 
became our first President. 

There has been rapid and wonderful growth — in the size 
of our country; in the number of its people; in the number 
of comforts which make life easier and more delightful: in 
the development of our industries; and in the position of 
our nation in the world. 

Tiiere have been many changes not only in wavs of life, but in 
methods of business, and in the conduct of the industries by 
wiiich people live. There lias V)een a great war — a long struggle 
over slavery — in which the Tiiion -itself was threatened; but 
the Union still stands and there are now no slaves within it. 

There have been othei' wars — with England, with Mexico, 
with Spain, (xreat political ideas — The Monroe Doctrine, the 
protective tariff, free trade, currency questions, government 
control or ownership of railroads, and the country's resources 
— have agitated the country, and some of them agitate it still. 

Great men — leaders, orators, soldiers, statesmen — have come 
and gone, leaving their impress on the page before us. At first 
the story has much of the glamour of Revolutionary times. But 

2(')? 



268 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 

as we come down through the years to our own day the people 
begin to seem more Uke ourselves, and much of the romance dies 
out. We shall hear oftener of pohtics than of patriotism, and we 
need sometimes to remind ourselves that the two may go together. 
We shall find much to interest us, even in these prosaic times, 
if we but search for it. And we must remember that we, the 
children of to-day, are to be the men and women of to-morrow; 
now we read of the deeds of our fathers — then we shall be mak- 
ing history for the children of future generations to read. 

DIVISIONS OF OUR NATIONAL HISTORY 
I. Period of Organization (Federalist Supremacy) 1789-1801 

(Presidenta: Washington, 1789-1797; Adams, 1797-1801.) 

II. The Jeffersonian Republicans 1801-1809 

(President: Jefferson; 1801-1809.") 

III. The Struggle for Commercial Independence 

(The War of 1812) 1809-1817 

(President: Madison; 1809-1817.) 

IV. New Political Ideas and Parties 1817-1829 

(Presidents: Monroe, 1817-1825; J. Q. Adams, 1826-1829.) 

V. The Democracy led by Jackson 1829-1841 

(Presidents: Jackson, 1829-1837: Van Buren, 1837-1841.) 

VI. Slavery threatens the Union. The Sections 

grow apart . . • 1841-1860 

(Presidents: Harrison and Tyler, 1841-1845; Polk, 1845-1849; Taylor and 
Fillmore, 1829-1853; Pierce, 1853-1857; Buchanan, 1857-1861.) 

VII. Secession and Civil War 1860-1865 

(President: Lincoln.) 

VIII. Reconstruction 1865-1873 

(Presidents: Johnson, 1865-1869; Grant, 1869-1873.) 

IX. The New Union 1873- 

(Presidents: Grant, 1873-1877; Hayes, 1877-1881; Garfield and Arthur, 
1881-1885; Cleveland, 1885-1889; Harrison, 1889-1893; Cleveland, 
i893-1897; McKinley, 1897-1901; Roosevelt, 1901-1909; Taft, 1909- .) 



PERIOD OF ORGANIZATION 
II 

OHGA^IZINU THJi: GOVERNMENT 

The 4th of March, 1789, had been set as the date when the 
wheels of the new government should be set in motion, but the 
members of Congress were slow in reaching New York, and it 
was the 30th of April before they were ready to inaugurate the 
President and really begin their work. 

Many and serious problems confronted the nation. The Con- 
federation had proved a dismal failure, and the country was 
reaping the harvest of years of weakness and disorder. There 
was little confidence in the government at home or abroad. 
Commerce was at a standstill, and all business had been nearly 
ruined by the war. The people were restless and dissatisfied. 
The new government was felt by all to be an experiment, and 
many boldly predicted its failure. Fortunately the name of 
Washington carried confidence with it; with another man at the 
head of the undertaking it is difficult to say just what would have 
happened. 

The Congress went to work at once. It established the Su- 
preme Court according to the requirements of the Constitution, 
and organized the inferior courts. It created three Acts of 
executive departments (of war, of state, and of the Congress 
treasury), and the office of attorney-general. It reorganized 
the post-office already in existence. It confirmed the acts of 
the Confederation in regard to the Northwest Territory. It 
proposed twelve amendments to the Constitution, of which ten 

269 



270 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 

were adopted by the states. And more important, perhaps, 
than any of these things, it took decisive steps to place the finances 
of the government on a secure footing. 

The question of obtaining funds foi- paying government ex- 
penses was a serious one. Congress took up this question at once. 
Tariff law passing a tariff law. Is tariff a new word to you ? 
passed "We shall meet it often in coming chapters. A tariff 

is a tax or duty on goods brought into or sent out of a country. 
Duties on exports have never been laid in the United States. 
Duties on imports are paid to the government by those who im- 
port the goods. 

In addition to the tariff, the first Congress passed other laws 
relating to money matters. Alexander Hamilton had been ap- 
Aiexander pointed Secretary of the Treasury. He was without 
Hamilton doubt the foremost financier of his day, and the 
measures that he proposed were wise, though some of the men 
of his time felt that they were not necessary or that Congress 
had no right to pass them. 

First he considered the de})t of the nation. This amounted to 
fifty-four millions of dollars, which had been borrowed by the 
-Pijg government in the days of tlie Revolution and the 

national Confederation ; Hamilton recommended most earnestly 

^^^^ that Congress agree to pay this debt in full. Many 

objections were raised, but it was finally voted: There was even 
more vigorous objection to Hamilton's proposal that the national 
government pay the state debts, ])'!t tliis also was finally agreed to. 

Other plans made by Hamilton were for the establishment of 
a national bank, and for an excise law taxing alcoholic liquors. 
The United These, too, were ])itterly oj^posed. The question of 
States Bank ^}^y bank especially caused prolonged discussion in 
Congress. Hamilton's idea was to give the right to establish 
a bank — that is, a charter — to a company formed for the pur- 
pose by private individuals. Certain safeguards to be required 
by Congress would make the bank a solid financial institution; 



OKC.ANIZINC TIIK aoVEKNMKNT 271 

and it would be used by the government as a place of deposit 
for government funds. 

Had Congress any right to give a charter to a private business 
enterprise ? This question was fiercely debated. No, 

. 1 I ,v First appear- 

said Madison and Jctierson and many others, the ance of the i 
(constitution gives no such right. Yes, said Hamil- doctrine of 
ton and his followers. Congress is given by theConsti- "'"^P'led 
tut ion the right to make any laws necessary to carry 
out the powers granted it. The bank bill was passed, and the 
" Ijuited States Bank" was chartered. 

Around thes(> policies of Hamilton two parties began rapidly 
to form. The Federalists, who had favored the Constitution 
and a stiong central government, naturally followed Formation of 
Hamilton, with his doctrine of "implied powers" for political 
the national government, and "broad" or "loose Parties 
construction" for the Constitution. But those who feared a 
strong national government — and they were many — quite as 
naturally formed a strong opposing party, calling themselves 
Repubhcans. They believed in a "strict construction" of the 
Constitution, and in only those powers for the national govern- 
ment which were stated and not implied. 

The fear of a return to monarchy still agitated the country, 
and every act of Washington or of the Federalist majority in 
Congress was looked upon by many as a step toward The 
making Washington king. The Federalists were Republicans 
feared as "aristocrats." The new Republican party gained 
many adherents, whose belief in the declaration that "all men 
are created free and equal" was literal and intense. The voice 
of the party was Thomas Jefferson, its ardent leader, and the 
party moved rapidly toward power. 

And now the cry "Liberty, equality, fraternity" came across 
the Atlantic from a new France — for the friend The French 
and ally of America in the Revolution was now her- Revolution 
self involved in a tremendous and dreadful struggle for liberty. 



272 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 

For centuries the French people had been crushed under the 
heavy hand of their rulers. Now at last the crushing hand 
had been thrown off. The king was cast into prison, con- 
demned, executed. Many of the nobles met a like fate, and at 
last the revolutionists, frenzied by their taste of power, turned 
even upon one another. France entered upon a "carnival of 
blood." Neighboring monarchs took alarm, and soon the new 
French republic found itself at war with almost all Europe. 

The Republicans in America watched the struggle with eager 
sympathy, and when a French envoy, "Citizen Genet," arrived 
Republican i^ America to ask aid from the government, he was 
sympathy with greeted with great enthusiasm by the people. He 
France began at once to enlist men and to send out priva- 

teers, so sure was he that the aid he asked would be given. 
It must, therefore, have been a great surprise to him when 
he was refused assistance, and Washington issued his "proc- 
lamation of neutrality," to warn Americans that they must 
help neither side in the war. Genet was indignant, his Repub- 
lican friends in America were indignant, and both he and they 
were loud in their fault-finding with Washington and his Federalist 
advisers. So far did they go in their sneers and insults directed 
at the government that it became necessary to ask the French 
government to recall Genet. In spite of these bitter attacks, 
Washington enforced the neutrality he had ordered, and the 
Republicans were obliged to give up all idea of helping the French. 
It was perhaps somewhat to be expected that the relations of 
the new nation with England would be troublesome, and so in- 
Commercial .flsed they were from the beginning. During Eng- 
grievances land's war with the French republic the British 
against trespassed upon American rights even more than 

"^^ before. No American merchant ship was safe any- 

where at sea, or in any French or British West India port. The 
British not only seized provisions bound for France or the French 
West Indies, but they seized and often destroyed the vessels 



ORGANIZING THE GOVERNMENT 



273 




Showing Territory settled in 1790 



which carried them. No American sailor could be sure that he 
would not be dragged from the deck of his ship and forced on 
board a British man-of-war as a supposed deserter from the 
British navy — for these things 
happened again and again. 
In her every action England 
showed her contempt for the 
United States. 

The violence of Republican 
sympathy for France was 
equaled only by the violence of 
the same party's hatred for 
England. We can therefore 
understand the vigor with which they urged retaliation for British 
insults. The possibility of any adjustment of the trouble without 
war, or at least without shutting out all English goods from 
American markets, they refused to consider. The Federalists 
were anxious to avoid war, but the tide of public opinion was 
decidedly against them. Washington became alarmed at the 
situation, and made an attempt to settle the difficulties by 
sending a s])ecial envoy to England to make a treaty. John Jay 
was appointed to undertake this difficult task. 

Jay succeeded in making a treaty which was approved by 
the President and ratified by the Senate. A great storm of pro- 
test broke out, however, from all parts of the coun- jay's Treaty, 
try. What rights did the treaty secure for America ? i794- 
the Republicans asked. Had England agreed to stop her im- 
pressment of seamen ? or to pay for liolding the forts on the 
American frontier for twelve years ? In fact, did the treaty 
settle any of the grievances America had against England ? 

Jay was openly accused of having been bribed by British gold. 
And yet the treaty he had made was without doubt the best 
that could have been obtained from England at that time, and it 
was far better than no treaty, and far better than war. The 



274 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 

treaty was supported by the Federalists, and was ably defended 
by Hamilton and other party leaders. After the first excitement 
had passed, opposition to it largely disappeared, and commercial 
conditions began slowly to improve. 



THINGS TO REMEMBER 

1. Government under the Constitution began in 1789. 

2. Important acts of Congress were 

(1) Passage of a tariff law. (2) Agreement to pay national and state 
debts in full. (3) Passage of a law taxing distilled liquors. 
(4) Charter of the United States Bank. Alexander Hamilton 
planned these financial measures. 

3. Hamilton's supporters, the Federalists, believed in a "loose construc- 
tion" of the Constitution and in "implied powers, " -^ that is, that the 
government might do many things not directly mentioned in the Consti- 
tution. 

4. Hamilton's opponents, calhng themselves Republicans, beUeved in 
"strict construction" and in "states' rights." The Republican leaders 
were Jefferson and Madison. 

5. The Republicans were the champions of the common people. They 
sympathized deeply with the French revolutionists. Much opposition was 
aroused among them by Washington's Proclamation of Neutrality. 

6. Commercial relations with England threatened war. Jay's treaty, 
made in 1794, averted it, but the treaty was strongly opposed by the Re- 
publicans, who hated England and believed the treaty favored that coun- 
try more than the United States. 

7. "To the Republicans we owe much; but in every town from East- 
port to the St. Mary's River they were then the party of violence, of disorder, 
of mob rule." — John Bach McMaster. 



THINGS TO READ 

1. Hamilton, in "Four American Patriots," Burton, pp. 71-130. 

2. George Washington, the First President, pp. lSl-217 in "The Men 
who made the Nation." — Sparks. 

3. "History of the People of the United States," McMaster, Vol. II, 
pp. 91-9.5. 



ORGANIZINC. THE GOVERNMENT 275 



THINGS TO DO 

1. Make a. brief .stutly of the United States government as established 
by the Constitution : — 

(1) Who are the lawmakers? How are representatives chosen? 
How are senators chosen ? Who presides at the meetings of the 
House of Representatives ? W'ho presides in the Senate ? How 
does the number of the senators compare with the number of 
representatives ? How does the number of members of Congi-ess 
now compare with the number in 1789 ? 

(2) The President is the head of the executive branch of the govern- 
ment. Who are his chief helpers in this department ? Was 
there a "cabinet" in Washington's time? How many executive 
heads were there ? What were their departments ? 

(3) What is a court of justice ? What part does the judge have in 
its proceedings ? What kinds of troubles may be taken to court 
for settlement? What courts are under the control of the Federal 
government ? 

2. Find the exact meaning of inaugurate, funds, tariff, imports, exports, 
financier, excise, charter, financial, deposit, policies, doctrine, implied, con- 
struction, aristocrats, adherents, privateers, proclamation, neutrality, retalia- 
tion, impressment. 

3. Discuss in class the following questions : — • 

(1) Why should the national government assume the state debts? 
{1) What ground had France for asking aid from America? What 
ground had Washington for refusing it ? 

4. P^rom what public document is the quotation "all men are created free 
and equal" taken? Who is the author of the paper? 

o. Contrast the American and the French Revolution. What part did 
Lafayette take in the latter ? 

FOR YOUR NOTEBOOK 

Alexander Hamilton 

(Portrait) 

"He smote the rock of the national resources, and abundant streams 
of revenue gushed forth." — Wehsteu. 

"The Constitution was the work of many men. Our financial system 
was the work of one, who worked aiono." 

T 



276 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 

He reconimended : — 

1. That the United States assume in full the debts of the Cuufederation. 

2. That the United States assume the debts of the separate states. 

3. That the government lay an excise tax on distilled liquors. 

4. That the government establish a national bank. Congress passed 
all these measures. 

(A brief sketch of Hamilton's life, or of some part oi his life which 
specially interests you.) 

John Jay 

His public services (consult encyclopedia) . 

"It [the treaty] was not fair nor equitable; England did not give us 
anything like fair commercial privileges; nor did she promise to give up 
impressment; but she did give up the frontier posts, and agreed to pay 
for the provision she had seized." — McLadghlin. 



Ill 

FURTHER DIFFICULTIES CONFRONTING THE NATION 

In addition to tiie perplexing problems connected with English 
and French affairs, the Indians of Ohio and the people of western 
Peinisylvania also gave the government trouble. The Whisky 
Whisky making was largely carried on in western Rebellion, 
P(Minsylvania, and the Whisky Rebellion, as it is ^"^^^ 
known, arose from the resistance to the excise law. The officials 
sent to collect the tax were misused, and there were riots, and at 
length an organized insurrection. Washington was obliged to 
send soldiers to settle the difficulty. 

In the same year that this was done, the Indians of Ohio, who 
had been troubling the settlers in the West, and who had de- 
feated two armies sent against them, were brought jndjan 
to terms by General Anthony Wayne. A treaty was troubles in 
made with the chiefs in 1795. These are both o^io ended, 
minor difficulties, and we consider them chiefly be- ^^^^ 
cause they help to show the troubled conditions in the United 
States in that year — 1794. With the "Whisky Boys" of 
Penn.sylvania in revolt; with the Ohio Indians threat- Conditions 
ening the frontier; with England searching ships, in 1794 
condemning cargoes, impressing seamen, — in a word, destroy- 
ing American commerce; with the Republicans violently 
hostile to whatever the President and his advisers did, — it was 
indeed an unhappy year. We know that Washington was often 
weary and heartsick. "I would rather be on my farm than t^o 
be emperor of the world," he said at one time, "and yot they 
say I unsh to \^o a king." 

277 



278 AMERICAN HISTORY FOR (GRAMMAR SCHOOLS 



In 1797 Washington's second term ended. Most of the diffi- 
culties we have read about had been safely overcome, and yet it 
was a divided people — Republicans bitter against Federalists, 







Federalists equally bitter against Republicans — over whom John 
Adams came to be President. Washington had re- 
fused to be a candidate for a third term, and had in 
his "Farewell Address" taken his leave of public life. 
John Adams continued to uphold Federalist principles, and again, 
as in Washington's time, the foreign relations of the country were 
the principal matters in dispute. Jay's treaty, in additior) to the 



John Adams, 

Presiient, 

1797-iSoi 



FURTHEll DIFFICULTIES CONFRONTING THE NATION 279 



Threatened 
war with 
France, 1797- 
1800 

the French 




protests it aroused in America, seemed Hkely to involve us in trouble 
with France. The government of that country seemed much 
disturbed at America's entering into such an agreement without 
her knowledge antl approval. American merchant- 
men were plundered by French men-of-war; Ameri- 
can ministers were insulted by the French govern- 
ment. A commission of three men was appointed 
by Adams to attempt some settlement with 
ministers, but they were re- 
fused official recognition, and 
were secretly told by emissaries 
knowai in the negotiations only 
as X, Y, and Z, that America 
must pay money to the French 
government if she would have 
her ministers received. This 
humiliating demand roused 
Americans everywhere to anger. 
Even Republicans recognized 
this as an insult. Preparations were made for war. Washington 
was called again from his quiet home to take command of the 
arm3^ The navy was increased, and war upon the ocean was 
actually begun. But the French, seeming now to realize that 
America was in earnest in her resentment, expressed their willing- 
ness to make peace, and the United States agreed. Thus the 
'X. Y. Z. affair," as it was known, came to an end. 

Taking advantage of the feeling against France now aroused, 
the Federalist partv proceeded to pass three acts, aimed at for- 
eigners, and at the Republicans, who had carried their criticism 
of Washington and Adams beyond all bounds. The acts were as 
follows : — 

1. The Naturalization Act increased the time required be- 
fore a foreigner could become a citizen, from five to fourteen 
years. 



Mount Vernon 
Washington's home. 



280 AMERICAN HISTOKV FOH (iHAMMAK SCHOOLS 



2. The Alieu Act gave the President the right to send danger- 
ous foreigners out of the country. 

The Alien ^- The Sedition Act made it a crime to print 

and Sedition or publish "any false, scandalous, or malicious writ- 
^^^^ ings" against the government, Congress, or the 

President. 

The Alien and Sedition laws were called unconstitutional, un- 
just, and tyrannical, by the Repubhcans, and there is scarcely 
T,. ,,. . . room to doubt that they were 

The Virginia "^ 

and Kentucky all these. The legislatures of 
resolutions, Virginia and Kentucky passed 
^^^ resolutions concerning them. 

In the Kentucky resolutions it was declared 
that ''nulhfication" by the states was the 
proper remedy. NulUfying means making 
of no effect. That a single state should 
consider refusing to be bound by laws 
passed by the general government shows 
us how lightly the bond 
of union was held in such 

a state. The state first, — the Union in the second 

place, — this was the common sentiment among 

Republicans, especially in the Southern states. 

The dangers of extreme state rights doctrines 

were much lessened by the influence of John 

Marshall, made Chief Justice of the Supreme 

Court in 1801. For thirty-five years he ably 

supported the general government in his deci- 
sions, preventing encroachment of the states 

upon it. It is said of him, " He found the 

Constitution paper, and made it power ; he 

found it a skeleton, and clothed it with flesh and blood." 
The passage of the Alien and Sedition laws proved a serious 

blow to the power of the Federalist party. So great was the 




John Marshall 




FURTHER DIFFICULTIES CONFRONTiNU THE NATION 281 



disapproval of tlie people, in fact, that the election of 1800 
brought the Republicans into power, — power which the Feder- 
alists were never to enj oy again. Republican 

Of the people during these success in the 
first years of the republic much election of 
of interest might be told. It 
will be easier to understand the political 
movements of the time if we can picture to 
ourselves the life of the time, — a slowly 
moving current compared with life to-day, 
and yet full, as life always is, of color and 
movement. Imagine, if you can, a United 
States containing no more people than 
New York City contains to-day. Imagine 
a United States without a railroad, without 
a steamboat, without a telegraph or a 
telephone. Journeys by stage-coach or on 
horseback Avere slow affairs, and yet, know- 
ing nothing swifter, the people were content. They were not 

only content — they Ljfg ^^ 

were inclined to be early years of 

self-satisfied, knowing *^^ century 
little of their neighbors in other 
towns and other states. News 
also traveled slowly, and opinions 
were slowly formed and slowly 
changed. Farming was the chief 
occupation of the time. 

In the South a new crop had 
been introduced — cotton, a plant 
native to India. It was at first 
not a very profitable crop, how- 
ever, since it required so much labor to remove the seeds from 
the fiber. It took one person about a day to clean a single pound. 





A Cotton Gin 



282 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 

In 1793, however, all this was changed by Eli Whitney's inven- 
tion, the cotton gin. By the use of a single machine a hundred 
Tijg pounds of cotton could be cleaned in a day, and 

cotton gin, cotton raising at once began to be profitaljle. Within 
^793 seven years after Whitney's invention of the cotton 

gin, the production of cotton in the Southern states increased from 
less than two hundred thousand pounds a year to more than 
seventeen milhon pounds. This meant prosperity for the South, 
and it also meant great increase in the number of slaves on South- 
ern plantations. What this meant to the nation, we must read 
the story of later years to know. 

THINGS TO REMEMBER 

1. The Whisky Rebellion, an uprising in Pennsylvania to resist Iho 
excise law, tested the strength of the new government. 

2. Troubles on the Western frontier with the Indians were brought to ;iu 
end by General Wayne's successful campaign. 

3. Trouble with France, in Adams's administration, made wai- seem 
likely. It was, however, avoided. 

4 The acts known as the "Alien and Sedition laws," passed l)y tlx' 
Federalists in Congress, aroused great opposition. So unpopular were these 
measures that the Federalists lost the election of 1800, and Thomas Jeffer- 
son became President. 

5. The cotton gin, invented by Eli Whitne}'^ in 1793, had important 
effects on cotton raising and slaveholding. 

THINGS TO READ 

1. The Whisky RcbeUion : — 

"History of the People of (he I'nited States," McMaster, Vol. II, 
pp. 189-203. 

2. Threatened war with France, " A Short History of the United States," 

Bassett, pp. 278-282. 

3. Fall of the Federal Party, " A Shoi't History of the United States," 

Bassett, pp. 283-290. 

4. Life on the frontier : — 

" American Pioneers," Mowry. pp. 103-12r), 138-149. 



FURTHER DIFFICULTIES CONFROXTINC! THE NATION 283 

"Days and Deeds a lliuuired Years Ago," Stone and Fickett, pp 
16-35. 

"Conquest of the Old Northwest/' Baldwin, pj). 187-207. 

"Stories of Pioneer Life," Bass. 

"The Making of the Ohio Valley States," Drake, pp. 153-1S9. Com- 
pare with "A Century of Dishonor," Jackson, pp. 37-46. 

5. The early post-ofRce : — 
McMaster, Vol. II, pp. 58-64. 

6. The cotton gin : — 

"American Inventions and Inventors," Mowry, pp. 143-157. 
"Four American Inventors," Perry, pp. 73-13'J. 

"Days and Deeds a Hundred Years Ago," Stone and Fickett, pp. 
53-67. 

7. Last days of Washington, "George WasWngton/' Hapgood, pp. 

398-412. 

THINGS TO DO 

1. Find the exact meaning of organized iyisurrection, frontier, condemning 
cargoes, hostile, emperor, plundered, commission, official recognition, alien, 
sedition, naturalization, scandalous, malicious, resolutions, nullification. 

2. Study the following from the "Kentucky Resolutions" of 1799 : — 
"That the several states who formed that instrument [the Constitution], 

being sovereign and independent, have the unquestionable right to 
Judge of the infraction; and that a nullification by these sovereignties of 
all unauthorized acts done under color of that instrument, is the rightful 
remedy; that this Commonwealth does, under the most deliberate recon- 
sideration, declare, that the said Alien and Sedition laws are, in their opin- 
ion, palpable violations of the said Constitution." 

3. Form an opinion in regard to — 

1. The states "being sovereign and independent." 

2. " Nullification — the rightful remedy." 

3. "Said Alien and Sedition laws — palpable violations of the Con- 

stitution." 

4. Questions for brief oral or written answers : — 

(1) What do you think th(; result would be if nullification \v(M-e 

practiced by the states ? 

(2) In what way was the Whisky Rebellion a test of the strength 

of the new government? 

(3) What political result followed the passage of the Alien and 

Sedition laws? 

(4) Why wa.s the invention of the cotton gin important? 



284 AMEKICAN HISTORY FOR GRAMMAR SCHOOLS 

FOR YOUR NOTEBOOK 

1. Washington. (Portrait) 

"First in war, first in peace, first in the hearts of his countrymen." 
His public services. (From the French war to the end of his life.) 
Use the index to your text-book, or to any other United States history. 

(Picture of Mount Vernon) 

2. Write on the following subject : Life on the Western Frontier. 

How people reached the Western country; why they went there; ^^hat 
their homes were like; the Indians; how homes in Ohio were made safe. 

3. Make a map showing the westward spread of population. Mark 
the seat of the Indian troubles. 

4. John Marshall. [Copy the quotation concerning him.] 

OUTLINE 

I. Period of Organization (Federalist Supremacy), 17S9-1S0L 
(Presidents: Washington, two terms; .\dams, one term.) 

A. Getting the government into working order. 

1. Establishment of courts; 2. creation of executive departments. 

3. Financial legislation (recommended by Hamilton). Tariff; exci.se 
tax; assumption of debts of Confederation and state debts; estab- 
lishment of the United States Bank. 

B. Foreign affairs. 

1. Commercial difficulties with England; Jay's treaty (1794). 

2. Trouble with France. 

a. France asks help against England; "Citizen" Genet; Procla- 
mation of Neutrahty (1793). 

b. France angered by Jay's treaty with England; war threat- 
ened (1797-1800). 

C. Domestic troubles. 

1. Fighting with Ohio Indians. 

2. Whisky Rebellion. 
■ D. Political affairs. 

1. Wa.shington's farewell. Election of 1796. 

2. The Alien and Sedition laws; the Virginia and Kentucky reso- 
lutions; the election of 1800. 

E. The country and the people. 

Population; large cities; occupations; cotton in the South; the 
cotton gin ; • pioneer homes in the West ; difficulty and rarity of 
travel; lack of sympathy of people of different states. 



TR2 JEFFERSONIAN REPUBLICANS 
IV 

" REPUBLICAN SIMPLICITY, ECONOMY, AND REFORM " 

On March 4, 1801, the Republican, or Deniocratic-Repubhcan, 
[jarty, as it was coming to be known, came into power with the 
inauguration of Thomas Jefferson as President. 

We nmst remember, however, that althougli Jefferson was a 
Kepubhcan, and although an increasing number of Repubhcan 
members was to be found in ( 'ongress, there were still many Fed- 
eralists in office, so that the Republicans were not, for a time at 
least, quite free to do as they pleased. It is said, indeed, that 
Adams had spent the last day of his term in appointing his Fed- 
eralist friends to positions under the government. Then he 
hastily left the city, that he might not see his rival, Jefferson, 
inaugurated. 

Jefferson was the first President to begin his term in the new 
city of Washington, which had been planned and begun as the 
permanent capital of the nation. The ceremony of Jefferson's 
inauguration was quiet and simple, as befitted the inauguration 
Rcpul)lican simpUcity Jefferson advocated. Any such celebration 
as had attended the inauguration of Washington or of Adams 
would indeed have been quite impossible in the new city, which 
was really a city only in name, for the Capitol and the president's 
house were unfinished, other buildings had been roughly and 
hastily built, and the whole town was literally ''in the woods." 

It is important that we consider what the Republican party 
was to stand for, now that it was no longer merely "the opposi- 
tion." Simplicity, economy, individual rights, — these were all 

285 



286 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 



expenses 
reduced 

carried out. 



party watchwords. Jefferson was hailed as "the man of the 
people." The party was the avowed enemy of ''loose construc- 
tion/' of ''implied powers," of heavy taxes, of recognition in 
any way of an "aristocracy." The people's will, in its broadest 
sense, was to be the law. 

During the administration of Adams the national debt had 
reached eighty-three million dollars. During the eight years of 
Government Jefferson's holding office it was reduced to forty-five 
millions. This is abundant evidence that the Re- 
publican promise of economy in government was 
The navy and the army were reduced certain civil 
offices were abolished, and the 
number of ministers in foreign 
lands cut down to the lowest 
possi])le limit. Albert Gal- 
latin, appointed Secretary of 
the Treasury by Jefferson, was 
a very able man, in his knowl- 
edge of financial matters prob- 
ably second only to Hamilton 
himself. 

It is interesting to note that the greatest act of Jefferson while 
President, the purchase of Louisiana, was a direct departure from 
The Louisiana his theory of "strict construction." Nowhere does 
Purchase, the Constitution give the government power to ac- 
^^°3 quire territory. It became evident, however, to 

Jefferson, as to many others, that peace, security, and commer- 
cial development in the West could come only through the ac- 
quisition of New Orleans. The circumstances were these : The 
western boundary of the United States as fixed by the treaty 
which closed the Revolution was the Mississippi, as far south 
as the thirty-first parallel. South of that parallel Spanish terri- 
tory extended on both sides of the river, including the island 
upon which the town of New Orleans was built. At first this 




Monticello 
Jefferson's home. 



" REPUBLICAN SIMPLICITY 



287 



was of little importance to the United States. But the nt'W West 
was springing into being, — Kentucky, Tennessee, Ohio, Indiana. 
By 1800 nearly four hundred thousand people had made their 
homes in the Western wilderness, and were looking for a market 
for their produce. 

The Allegheny wall was for purposes of trade practically im- 
passable. The only way to a market was by the Ohio and the 
Mississippi, — - and the 
control of the Missis- 
sippi lay ^vith Spain. 
By treaty, however, 
in 1795 Americans 
were given trading 
privileges- — ^the "right 
of deposit" of their 
goods at New Orleans 
to await trading ves- 
sels. Until 1802 this 
right was continued ; 
in that year it was 
suddenly withdrawn. 
Western trade was 
immediately cripplctl, and the call for an open Mississippi was 
loud and urgent. Rumors that Spain was about to cede Louisiana 
again to France added to the fears of both settlers and the gov- 
ernment at Washington. 

"There is on the globe," wrote Jefferson in a letter at this 
time, "one single spot the possessor of which is our natural and 
habitual enemy. It is New Orleans, through which the produce 
of three eighths of our territory^ must pass to market. This 
territory," he adds, "from its fertility will ere long yield more 
than half of our whole produce, and certainly more than half of 
our inhabitants." 

It was clear that the control of New Orleans by France (for 






Flatboat 

These boats were extensively used on the Mississippi, to float 

cargoes down the stream. 



288 AMERICAN HISTUHY FOR GRAMMAR SCHOOLS 

the rumor concerning it was found to be fact) was a danger to 
the growth and development of the West, — far more of a danger 
than its being held by a weakened nation like Spain could ever 
be. The Western settlers were even talking of war. But Jeffer- 
son was a man who loved peace, and he determined to make 
an attempt to buy New Orleans from France. James Monroe 
was sent as a special ambassador to France to aid the American 
minister there, Robert Livingston, in an attempt to arrange a 
purchase. To the astonishment of the ministers, Napoleon, who 
was then ruler of France, offered to sell the whole of Louisiana 
to the United States. Monroe and Livingston scarcely knew 
what to reply. No time was given them to send to Washington 
for orders, so they were obliged to decide on their own respon- 
sibility. When they reported having concluded a bargain for the 
vast territory between the Mississippi and the Rocky Mountains 
for fifteen million dollars, there was great surprise in America 
and of course some disapproval. But it was a wise purchase, as 
time has fully shown. 

We must not forget that, except along the Mississippi River, 
the territory thus acquired by the United States was an unex- 
The Lewis and plo^ed wilderness, inhabited only by Indians. Men 
Claric Expedi- interested in geographical questions, of whom Presi- 
tion, 1804- dent Jefferson was one, had long desired to explore 
^ ° this country. In fact, before there had been any idea 

of its becoming part of the United States, Jefferson had been 
given authority by Congress to send out an exploring party. 
The command of this expedition was given to Captain Meri- 
wether Lewis, and to assist him Captain William Clark, brother 
of George Rogers Clark of Revolutionary fame, was appointed. 
With thirty men, Lewis and Clark started from St. Louis in 
May, 1804. The story of their journey up the Missouri, through 
the Rocky Mountains, and down the Columbia River, to the 
Pacific, is full of interest even for boys and girls, and well repays 
reading. They were gone more than two years, and they brought 



" REPUBLICAN SIMPLICITY" 



289 



back careful reports concerning the rivers and the mountains, 
the soil, plants, and animals, as well as the Indians, many of 
whom they had met in their eight-thousand-mile journey. When 



"'^^^>^- .^Xf(j_lS~sjH _f o_s s_|_s_s_i__o_Ns _.j: 



1' 



O R(e G O N 



— ^-^-^^^ h t ^ ^(/ *• — 

countrK v^-/ r ^ 

C/aimed byS^p,,,,, 
tngland, fTussia 




J 



ESS I ONS 



SCALE OF MILES 



100 2C0 .TOO JOO jOO 







Explorations of Lewis and Clark, 1804-1806 

we remember that this exploring party did its work little more 
than a hundred years ago, it is interesting to compare the Louisi- 
ana country of that daj'^ with the same territory to-day. Thus 
we may see how rapidly the United States 
found a use for such a vast increase as the 
purchase seemed when it was made. 

Only a short time after the great gain in 
territory of which we have been reading, the 
United States took another puiton's 
stride forward, through the in- success in 
vention of the steamboat. The steam navi- 

e , f 1 gation, 1807 

use 01 steam power tor produ- 
cing motion was not a new idea by any 
means. It had been tried with more or Robert Fuiton 

less success many years before this time, 

and in 1774 James Watt had succeeded, after many experiments, 
in making a steam engine producing sufficient power to be of 
practical value. The idea of using steam power to propel boats 




290 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 




soon followed, and as the century drew near its close we hear oi 
several men who succeeded in at least a partial solution of the 
problem. 

A steamboat made by James Rumsey succeeded in reaching a 
speed of four miles an hour. Another, designed by John Fitch, 

was actually in 
use for a time to 
carry passengers 
on the Delaware. 
But neither of 
these men was 
able to follow up 
his success, and 
it remained for 
Robert Fulton to 
make the steam- 
boat of real and 
practical benefit 
to the world. In 
1807 his boat, 
the Clermont, made its trial trip up the Hudson from New York 
to Albany, reaching a speed of nearly five miles an hour. At first 
people were astonished at the noisy boat, and even afraid as 
they saw smoke and sparks rising from the smokestack, but 
soon the Clermont was making regular trips, and ere many years 
steamboats had begun to do their part in helping the West to its 
rapid growth and to the development of its wonderful resources. 

THINGS TO REMEMBER 

1. The Republican party, now in power for the first time, was the cham- 
pion of the common people. It opposed a strong Central government, and 
would hold the President and Congress to a strict construction of the Con- 
stitution. 

2. The expense of carrying on the government was great ly reduceii during 
Jefferson's administration. The army and the navy were made smaller. 



The Clefinont on the Hudson 

I'he length of the steamboat was 130 feet. Notice the paddle wheels. 
The engine was uncovered, all the machinery being in full view. 



"REPUBLICAN SIAIPLICITY " 2!)1 

3. The territory of Louisiana was purchased from France by the United 
States in 1S03. This purchase more than doubled the area of the United 
States. It also insured free navigation of the Mississippi. 

4. An important exploring expedition under Lewis and Clark traveled 
up the Missouri and down the Columbia to the Pacific. 

5. A successful use of steam jjower to propel boats was made by Robert 
Fulton in 1807. Steambcjats soon helped " to develop the new West, and 
made navigation everywhere swifter and surer. 

THINGS TO READ 

1. The Louisiana Purchase: — ■ 

"The Louisiana Purchase," Hitchcock. 

"The Making of the Great West," Drake, pp. 171-211. 

"The Story of Lewis and Clark," Kingsley. (This also appears as 

part of the volume, "Four American Explorers.") 
"American Hero Stories," Tappan, pp. 207-217. 
■• The Expansion of the American People," Sparks, pp. 188-237. 

2. Thomas Jefferson : — 

" Thomas Jefferson," Merwin. (Riverside Biographical Scries.) 
" Stories of the Old Dominion," Cooke, pp. 180-192. 
" American Pioneers," Mowry, pp. 217-229. 

"History of the United States" (1801-1817), Adams, Vol. I, pp. 
185-188. 

3. Marshall as Chief Justice : — 

" John Marshall," Thayer. (Riverside Biographical Series.) 

4. The invention of the steamboat : — • 

" Days and Deeds a Hundred Years Ago," Stone and Fickett, pp. 

78-93. 
" Four American Inventors," Perry, pp. 11-69. 
" American Inventions and Inventors," Mowry, pp. 194-214. 
" American Leaders and Heroes," Gordy, pp. 246-252. 

5. " How our Grandfathers Lived," Hart, pp. 99-102, 103-113. 

THINGS TO DO 

1. Find the exact meaning of simplicit;/, economy, individual, aristocracy , 
abolished, acquire, habitual, fertility, ambassador, propelling. 

2. Compare the Clermont with the steamboats of to-day. Find pictures 
of modern steamers. Find out, if you can, what the early steamboats u.sed 
for fuel. What do the modern boats use ? How would the fuel used affect 
the usefulness of the boat? 



292 AMERICAN HISTORY FOR (JRAMMAR SCHOOLS 



fn.in 



hc<;n 



3. UiscuKS in clays with your teacher ; — 
(1) In what way was the purchase of Louisiana a ilcparlun 

the pi'inciples of the Republican party ? 

(2) If you had lived in Jefferscju's time, would voii lia\( 
Federalist or Republican ? Defend y(jur position. 

(3) Napoleon's statement when the purchase was completed, " f 
have given England a rival that will humble her pride." 

4. Review the eighteenth century in America. Make (1) a list of im- 
portant dates; (2) a list of ten great events; (3) a list of important men. 



FOR YOUR NOTEBOOK 
L A study of political parties. 



Republican 



Federalist 



Beginning 
Principles 
Leaders 
In power 



2. Make a map to show the Louisiana Purchase. Show on it the route 
of Lewis and Clark. 

3. The Mississippi Valley. 

First discovered by in the year — — . 

Explored by the Frenchmen and in the year . 

Settlement at the mouth of the river attempted by in the year — ^ — -. 

Named by the French in honor of . 

Held by France until the year , when, at the close of the - — — War, 

she gave it up, the portion east of the River (excepting New Orleans) 

to , and the portion west of the river, together with >fow Orleans, to 



provided a way to 
- Mountains. The 



Important to the United States because the 

market for produce from settlements west of the — 
mouth of the river was controlled by — ■ — . 

Louisiana held by until the year , when it wa.s cedexi to 

In the year it was purchased from by — - — -. 



•• REPUBLICAN SIMPLICITY " 293 

4. Thomas Jefferson. 

(Portrait) 
"The Sage of Mouticello. " 

"He wa.s bitterly opposed to anything that might fasten upon this you.ig 
land the burdens under which the people of England suffered. America 
was for man; and if man were to make the most of himself, he must not 
be oppressed by a smothering crust of nobility, by heavy taxes that con- 
sumed his substance, by big armies and navies, by a huge and expensive 
government." — McLaughlin. 

(Picture of Jefferson's home, Monticello) 

OUTLINE 

11. Republicans assume Power ("Simplicity, Economy, and Reform"), 
1801-1809. 
(President: Thomas Jefferson.) 

A. Policy of the new administration. ^ 

L .Jefferson's principles; his previous public service; his influence; 

formality of Washington's time contrasted with the simplicity 

of J(;fferson's life as President. 
2. Reduction of government expenses, — army, navy, and foreign 

representatives decreased. 

B. The Louisiana Purchase (1803). 

1. Why considered necessary ; the development of the Mississippi 
Valley; the importance of an open Mississippi; change of owner- 
ship of Louisiana caused alarm to Western settlers. 

2. Negotiations with l'>ance — extent of territory and terms of 
purchase. 

3. Lewis and Clark Expedition (1804-1806). 

4. Importance of the pui-chase. 

5. The Republican principle of "strict construction" departed 
from. 

C. Robert Fulton's success in steam navigation (1807). 

D. Foreign relations. 

1. The war with Tripoli. 

2. Commercial complications with England and France (treated 
under next topic). 



THE STRUGGLE FOR COMMERCIAL 
INDEPENDENCE 

V 

COMMERCIAL DIFFICULTIES BRING WAR 

Even before Jefferson's administration came to an end, com- 
mercial troubles, which had never really ceased, came once more 
to threaten the prosperity and peace of the United States. 

Jay had been unable, when he made his treaty with England, 
to obtain any promise that impressment of seamen should stop. 
British im- ^^^ ^^ ^^^ ^°* stop. It was true that many British 
pressment of sailors did desert their ships in American ports, since 
American better treatment and better pay were to be had on 

^» American ships; and the British now allowed scarcely 

an American vessel to leave port without boarding her and 
searching for deserters. Some one says that they always took the 
best-looking sailors, regardless of nationality; and it is true that 
thousands of Americans were thus pressed into the British service. 

England and France were again at war with each other, an- 
other thing which made trouble for American merchant-ships. 
Effect of '^^^ English declared that no ships should either 

European war enter or leave Continental ports. Napoleon, the 
on American emperor of the French, declared in return that no 
commerce ^^^^^ should enter or leave British ports. Such 
declarations by nations at war are known as "blockades." Un- 
less the nation ordering a blockade has warships enough to 
guard the ports it has ordered closed, the closing becomes merely 
what is called a "paper blockade," and vessels of other nations 
do not always observe it. 

294 



COMMKRCIAL DIFFICULTIES BlilNCi WAR 295 

In this case it was impossil)le to guard all the ports blockaded, 
but English warships lay in wait outside of American harbors 
and captured American vessels bound for French ports, without 
waiting for them to reach their destinations. The French were 
equally active in capturing American sliips on the way to p]ng- 
land. Public o])inion in America indicated that something must 
be done, and the cr^^ of tlie country was for war. Esj)ecially was 
this the case when the I^ritish frigate Leopard stoj)ped 
the United States frigate Chesapeake, and being re- ^^^ frigate 
fused the "right of search," fired upon her. The Chesapeake 
Chesapeake, not being in fighting trim, was oliliged to fi^ed upon, 
surrender, and the British carried off from her four ^ °^ 
men, of whom three were American citizens. Americans every- 
vvhere clamored for war. 

Jefferson, however, wished to avoid war, believing that the 
difficulties might be settled by other means. Before the affair of 
the Leopard and the Chesapeake Jefferson had at- The Non- 
tempted to obtain a treaty from England which intercourse 
should improve commercial conditions, but it had ^'^^ 
been impossible to come to terms. A law had been passed 
by Congress forbidding the bringing of English goods into the 
United States. This was followed in December, 1807, The Embargo 
by a law which forbade any vessels to leave American ■^^t» ^^°7 
ports. Such a law is called an Embargo. By these measures 
Jefferson hoped to bring England to terms. The effect, however, 
was quite different from what was expected. American exports 
had found ready sale in Europe, but Europe could exist without 
them; therefore it was America that suffered from the Embargo, 
— American ship-owners, American merchants, American farmers. 
The price which could be obtained for wheat was cut to less 
than half. Much of the tobacco raised could not be sold at all. 
Even Jefferson was obliged to admit that the Ernbargo was a 
failure. 

Jefferson's second term was now drawing to a close. Like 



296 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 




Washington, he dechned to be considered for a third term, and 
The election his friend Madison was elected President by the 
of 1808 Republicans. But even before Madison took his 

seat, Congress had repealed the Embargo Act, and had substi- 
tuted a law allowing trade with all nations not controlled by 
France or England. 

Several attempts were made by the United States to adjust the 
differences, but with no results. A strong war spirit had de- 
veloped, and it began to be 
evident that war with either 
England or France would prob- 
ably be declared. There was 
cause enough for war with 
either. War with both was 
scarcely possible for a nation 
no stronger than the United 
States. The Republicans, and 
especially the "Young Repub- 
licans" of the West and South, 
led by Henry Clay and John Calhoun, clamored for war. The 
Federalists, representing the commercial interests of the country, 
were anxious to avoid war with England; the Republicans were 
anxious to fight the British rather than the French. Madison, 
War against ^ho was now approaching the end of his first term, 
England de was anxious to fight nobody. But both the President 
Glared June, ^nd the Federalists had to submit to the strength of 

18 1812 

the "War Hawks," as the war party was known, and 
in June, 1812, war against England was declared. "Mr. Madi- 
son's War," the Federalists sneeringly called it, though Mr. 
Madison was doubtless quite as reluctant as they to enter upon it. 

THINGS TO REMEMBER 

1. Impressment of seamen by the British continued to make trouble. 

2. England and France, being at war, interfered with American mer- 
chant-ships, contrary to modern international law. 



Territory settled in 1810 
Compare with map on page 273. 



COMMERCIAL DIFFICULTIES BRING WAR 297 

3. The United States government, wishing to avoid war, tried to bring 
England and France to terms by non-importation and embargo acts. 

4. The Embargo was resisted by American ship-owners, and also failed 
of any good results upon England and France. 

5. The Republicans clamored for war. War was declared in June, 1812. 

THINGS TO READ 

"Yankee Ships and Yankee Sailors," Barnes, pp. 3-21, 35-50. 

THINGS TO DO 
Find the meaning of Continental, frigate, embargo, international. 



VT 

THE WAR OF 1S12 BEGUN 

The circunistanees surroundiiiji; ilie opening of the War oi 
1812 were not such as would indicate an easy and glorious victory. 
A President reluctant to ask Congress to declare war; a Congress 
nearly evenly divided when the declaration was made; whole sec- 
tions of the country opposed to making war at all; an army and a 
navy which Republican economy had reduced to the lowest pos- 
sible limits; the financial condition of the government weakened 
by more Republican economy, — these were some of the conditions; 
and with them was coupled inefficiency in the army, from the 
Secretary of War down through officers appointed for political 
reasons, and men who really believed that Canada was to be con- 
quered simply by marching across the border. 

From the first, the idea of the conquest of Canada met with 
favor; and, indeed, since it was necessary to send armies to pro- 
War on the ^6^t the settlements on the border, carrying the war 
Canadian into the enemy's territory was the natural plan. It 

frontier ^^^ g^^ qj^^^ decided to invade Canada at three points, 

— Detroit, Niagara, and Lake Champlain. Even before war was 
actually declared, armies were assembled at these places, and 
early in July orders were given to their commanders to enter 
Canada. 

The story of the Northwestern campaign is not one of which 
we as Americans may be proud. Had the commanders — Hull 
at Detroit, and Dear})orn, who was in charge of operations against 
Niagara and the St. Lawrence — moved swiftly and with definite 
purpose, and, above all, in conjunction, the story might have 

298 



THE WAR OF 1SJ2 BKCUJN 



299 



endeil differently. But orders from Washington were indefinite, 
;uid showed little knowledge of the necessities of the case. Hull 
was " to move when he liked," and Dearborn was "to take his own 
time." There could be little concerted action under orders like 
these, and, as we might expect, there was none. Hull's problem 
was, as Henry Adams puts it in his history of the time, "to march 




The Canadian Frontier 



two hundred miles, constructing a road as he went; to garrison 
Detroit; to guard at least sixty miles of road under the enemy's 
guns; to face a force in the field equal to his own, „ ,„ 

' ^ > Hull's surren- 

and another savage force of unknown numbers in his der of Detroit, 
rear; to sweep the Canadian peninsula of British August i6, 
troops; to capture the fortress at Maiden and the Brit- '^^^ 
ish fleet on Lake Erie, — and to do all this without the aid of a man 
or a boat between Sandusky and Quebec." Not a small task for 
a general both able and energetic, and Hull was neither. He 
crossed over into Canada, issued a proclamation, and a few weeks 
later crossed back again to Detroit. There the British general 
Brock followed him, and Hull, anxious, uncertain, having lost 
the confidence of his men, proved utterly unequal to the situa- 



300 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 



tion, and, without attempting any defense, surrendered the town 
August 16, 1812. It happened that the same day saw Fort 
Dearborn, on the site of the present city of Chicago, burned by 
Indians who had attacked and over- 
whelmed the garrison. The Western 
lakes were now in British hands. 

Meanwhile Dearborn had been carry- 
ing on extensive preparations and enlist- 
ing volunteers, but had done nothing. 
Early in October a body of about six 
thousand militia and regulars was ready 
for an attack at Niagara. Six hundred 
men under General Van Rensselaer crossed 
the river, and fought well on Queenstown 
Heights, but the remainder of the militia 
refused to cross, and the attack was a 
failure. The command was transferred 
to General Smyth. A campaign of proc- 
lamations and fiery addresses from the 
general's pen followed. His pen proved 
more active than his sword, however, 
since he did none of the things he talked 
about doing, and finally, at the end of 
November, he disbanded his militia and 
asked leave of Dearborn to make a visit 
to his familj^ — a visit from which he 
failed to return. 

Dearborn, meanwhile, with seven regi- 
ments of regulars was marching up Lake 
Champlain. At Plattsburg he added to 
his force a body of militia and on November 19 marched his 
army about twenty miles to the Canadian line. Then the 
militia declined to go farther, and Dearborn quietly returned to 
Plattsburg after a "campaign" of four days. 




Lake Champlain and Approaches 



THE WAR OF 1812 BEGUN 301 

Those disheartening events in the North, however much ex- 
President Jetterson might say of "the detestable treason of Hull," 
have a different meaning for us. They show us that " Republican 
economy" and the "peace spirit" of Jefferson had been carried 
too far. To enter a war with such an army as these policies 
had produced was to invite disaster. The charge "Americans 
can't fight" came near being justified. The American army was 
at its lowest ebb. 

THINGS TO REMEMBER 

Because of iiicfficie^noy in both officers and men, the movements of the 
army along the Canada line in 1812 were all failures. 

THINGS TO READ 

1. "The Story of the Great Lakes," Channing and Lansing, pp. 16.5-178. 

2. " Rise of American Nationality," Babcock, pp. .50-10.5. 



VII 
THE NAVY IN THE WAR 

Conditions in the navy were in some respects quite as l)ad 
as those in tlie army. There were but sixteen sea-going vesselS; 
The condition and tliese had not been improved by being "hiid up'' 
of the navy most of the time since RepubUcans had come into 
power. Oppos€d to the thousand ships of the British navy, this 
seemed a force scarcely worth considering, and indeed the inten- 
tion of the departrr^ent at the outset of the war was to use the 
vessels chiefly to defend the coast. There was, however, one way 
in which the navy at once showed itself superior to the kind 
forces. There were more officers than ships, and to this fact is 
doubtless due the excellent training and discipline of the men, 
for the officers took turns in conunanding, and each was ambitious 
to do as well as the rest, or bett^n- if he could. 

The old ''broadside sailing frigate" may seem to us now a 
slow and clumsy instrument of war, l)ut whatever of effective- 
ness there was in it was understood and exercis(Ml l)y the com- 
manders in the little American navy. In the British navy, fleet 
combats had largely taken the place of fights 1:)etween single 
ships, and long years of supremacy on the sea had made ca])tains 
and men too sure of victory to spend time and energy on the 
rigorous training of former times. And thes(^ things were to tell 
in the series of "ship duels" which make up the naval history of 
the War of 1812. 

The first of these encounters, betwe(Mi the Con.stitittion and the 
Guerriere, took place early in the war. Tlic Constitution, the ])est 
frigate in the American navy, on her way from Anna])olis to New 
York found herself pursued and almost surrounded by a British 

302 



TllM NAVV IN TIIK WAIl 



303 



floot of five vessels. ( ";i[)(aiii Hull, of I lie Conslilulioii, Iliad*' liaslc^ 
to escape, and for three days the five p;resso<l close behind hini. 
It was a trial of skill and endurance in which the t,, „ ,., ,. 

1 he Constitutiui) 

('on.^titution fairly won, entering Jioston harbor un- and the 
harmed, to the great delight of the tow^ns{)eo|)le. (^"emire, Au- 
This was a fitting prelude to the real fight, which ^""'^ '^' '^'^ 
took place not many days later, when the Constitution met the 
Guerrierc, one of the five, alone. For an hour the two ships 




sailed about each other, each trying to get the advantage of posi- 
tion. Then coming side by side, within pistol shot, firing l)egan, 
Ijroadside after broadside, and so the flattie raged. Clouds of 
smoke and flame half hid the scene, while booming of cannon, 
creaking of falling masts, the shouting of orders, and the cries 
and groans of the dying filled the air. 

In less than thirty minutes the Guerriere was left without a 
mast standing, and with great yawning holes in her sides. When 
the ConMitution returned to Boston it was in triumi)h, as victor 
in the first success of the war. 



304 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 

The victory meant more than a British vessel sunk. "The 
echo of these guns startled the world," says Henry Adams. Re- 
spect for America abroad grew amazingly, while the victory did 
not fail of an effect at home. "The old Jeffersonian jealousy of 
the navy vanished in the flash of Hull's first broadside." 

During the first year of the war there were five of these ship 
duels, in all of which the Americans were the victors. In 1813 
there were four more, with two victories to America's account. 
England had, however, by this time succeeded in shutting up 
most of the American vessels in harbor, and she kept a vigilant 
blockade. But now and then one would slip out, so that we 
have record during the war of sixteen encounters, with only three 
defeats for the Americans. The Constitution was proudly called 
"Old Ironsides" by the exultant people, and the defeats in the 
Northwest were somewhat forgotten in the triumphs on the 
sea. 

Meanwhile new efforts were being made to gain a foothold ui 
(^anada. New commanders, men who had learned how to hght 
Second cam- and how to lead men, gave new courage to the troops, 
paign in the Cleneral William Henry Harrison, in command of an 
Northwest army made up mostly of Kentucky volunteers, took 
up the task of driving the British back upon their own territory. 
The way for his success was opened, however, by the gallant deeds 
of Captain Perry and his men on Lake Erie. The British had 
built a fleet of small ships on the lake, and little could l)e done 
Perry's victory ^^^ ^^^^ Americans without a fleet of their own. Cap- 
on Lake Erie, tain Perry was sent to take charge of building a lake 
September lo, flggt. So well did he do his work that when attacked 

^^ early in September, 1813, by the British, Perry had 

nine vessels, while the British had but six. The American vessels 
were rude affairs, built from green timber, and with fewer guns 
than the British had. Perry had named his flagship the Law- 
rence, in honor of Captain Lawrence of the Chesapeake, who had 
died gallantly defending his ship against the British warship 



THE NAVY IN THK WAR 



305 




30G AMKKK'AN HISTOliY 1X)U GRAMMAR SCHOOLS 

Sluunidii. L;t\vr(i)cc's dyiii^' words, "Don't j^ivc up tlic slii]»," 
were worked on I'crry's hattk' Hag. 

The l)attl(' hcluHH'ii these two httle lake fleets has become 
fajinoiis. In a short time the Lawrence was so shattered by 
British shot that she could not be saved. The British expected 
surrender, but Perry had no idea of giving up. With the hand- 
ful of men left on the flagship Perry, (luickly embarked in a row- 
boat, and though bullets were falling like hail he safely reached 
another vessel of the fleet. Within a (juarter of an hour after this 
the Americans succeeded in so disal)ling the British vessels that 
the whole British fleet surrendered. "We have met the enemy, 
and they are ours," Perry wrote to (jeneral Harrison. The way 
was now clear for Harrison to attack the British at Detroit. 
The British, however, feeling their weakness since their fleet 
was lost, withdrew to the Canadian side. There Harrison fol- 
lowed them, and in October defeated their army at the River 
Thames. The Americans thus regained the Northwest. 

THINGS TO REMEMBER 

1. The first victories of the war were on the sea. The na-\-y was small, 
))ut in sixteen "ship duels" during the war there were but three defeats 
for the Americans. 

2. Captain Perry won a victory on Lake Erie, capturing the whole 
British fleet of six vessels. 

3. Perry's victory opened the way for General Harrison to regain 
Detroit and the Northwest. 

THINGS TO READ 

1. "Hero Stories from American History," Blaisdell and Ball, pp, 
156-168. 

2. "American Hero Stories," Tappan, pp. 21S-224. 

3. "Yankee Ships and Yankee Sailors," Barnes. 

4. "Four American Naval Heroes," Bcebe, pp. 71-130. 

.5. "TAvelve Naval Captains," Seawell, pp. 53-82, 102-129, U5-233. 

0. " The War of 1812," Tomlinson. 

7. " Palmetto Stories," Means, pp. 199-217. 

5. " How our Grandfathers Lived," Hart, pp. 238-255, 291-:U2. 



THE NAVY IN THE WAR 307 

THINGS TO DO 

1. Find tlio oxact meaning of (lisci])line, frigate, supremacy, rvjoroit!^. 
viqiliint. 

'2. Make a lis! of famous .ships engaged in tlu- war. Prepare yourself d; 
ti'll llic sloiv of one of tlie ship duels. 

'.\. Look up the location of Lake; Erie and Deti'oit. 

VOM VOril NOTEBOOK 

1. Obtain a eopy of a famous picture of the Coni^Htntion. 

2. Copy in your notcliook and learn Holmes's poem, "Old Ironsides." 
I''ind out when ami why the jxicm was written. 

3. Study tlic account of IV'rry's ^■ict()ly^ on Lake Erie. Imagine your- 
self a sailor on (he Lawrence. A\'rite an account of the engagement. 



VIII 

THE LAST YEAR OF THE WAR 

In 1814 the Americans again attempted to invade Canada, 
but in spite of brave fighting and two real victories — at Chip- 
British plans pewa and Lundy's Lane — no Canadian territory 
for 1814 -^ras gained. In this year, however, the British made 

several important moves. A large and well-trained army was 
sent down the St. Lawrence to Lake Champlain, to follow Bur- 
goyne's old route through New York. Five thousand soldiers 
were sent to Chesapeake Bay to destroy Washington and other 
Eastern cities, while a large force was prepared to make an attack 
at the. mouth of the Mississippi. 

Of these expeditions only that against Washington was a 
success. The city was quite undefended, and the militia hastily 
The burning gathered at the last minute accomplished nothing in 
of Washington, holding back the British. The Capitol, the White 
August 24, House, and various other public buildings were 

^* burned, after which the British turned their atten- 

tion to Baltimore. 

An interesting story told in connection with the burning of 
Washington is that of Dolly Madison's bravery in saving im- 
portant papers. The portrait of Washington w^hich hung in the 
White House she cut from its frame and carried away with her 
to a place of safety. You must read about her adventures dur- 
ing these few days — more stirring probably than those any other 
President's wife ever had in Washington. 

After failing to take Baltimore, which was more ably defended 
than Washington had been, the British soldiers sailed away to 

308 



THE LAST YEAR OF THE WAR 309 

the West Indies to join the force intended for the conquest of 
New Orleans. 

In the meantime there had been assembled in Canada the 
largest and finest army England had ever sent into America. 
Early in September this army reached Lake Champlain, and a 
few days later the British fleet appeared. An Ameri- j^^^^^^^^^^^,^ 
can army had l)een stationed at Plattsburg, and a victory on 
small fleet under Thomas Macdonough lay in the bay Lake Cham- 
to assist the army in the defense of the works. The P^^^'^' ^"f ^'°- 
fight between Macdonough s ships and the British 
fleet, September 11, 1814, added one more victory to the credit 
of the American navy. When it was over and all of the British 
ships had surrendered, the British land forces lost no time in 
getting back to Canada, where they remained. Thus the second 
of the British plans came to an end. 

The British greatly desired to obtain control of Louisiana and the 
Mississippi. Believing this to be the weakest part of the United 
States, they looked for no great difficulty in carrying out their plan, 
yet they sent a large force of their best soldiers to do the work. 

The Americans had sent to defend New Orleans and the Gulf 
Coast Andrew Jackson, a man who had already won fame in the 
South and West by his victories against the Creek jackson's 
Indians. Jackson was a rough old backwoodsman, success at New 
but well fitted for his task. When, in December, Orleans, jan- 
1814, twelve thousand British soldiers were landed ^^^ ' ^ ^^ 
below New Orleans, Jackson \\ith his troops went out to meet 
them; there were skirmishes, attacks, advances, retreats, and 
finally a great battle, January 8, 1815. Intrenched behind earth- 
works thrown up along the bed of an unused canal, Jackson's 
men used their muskets and their cannon so well that the British 
soldiers, brave and well trained as they were, could not endure 
the fire, and their attack completely failed. The British re- 
mained in the neighborhood of New Orleans for some days, then 
boarded their ships and sailed away. 



310 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 

For months before the battle of New Orleans, commissioners 
from England and from the United States had been in session 
Negotiations together at Ghent, in Belgium, trying to make a 
for peace treaty which should satisfy both parties. Both 

British and American commissioners hatl received strict instruc- 









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The Battlp of New Orleans 

In which Andrew Jackson first won national fame. You will notice that the battle took place 
two weeks after the treaty of peace had been signefl. How was this possible ? 



tions to make certain demands, and the negotiations progressed 
slowly. Sometimes there seemed little hope that any agreement 
could be reached. A London paper seems to have expressed the 
idea of the English government when it stated, September 29, 
1814, "Peace they [the Americans] may make, but it must be on 
condition that America has not a foot of land on the waters of 



THE LAST YEAR OF THE WAR 311 

tlic SI. Lawrence — no settlement on the Lakes — no renewal of 
the treaties of 1783 and 1794." 

America was hardly likely to submit to this, or to the British 
j)roposal that a great huiian territory from which Americans 
were to he forever hai-red should he cut fi'oin the Northwest 
Territory'. 

On tlie other hand, the British refused to consider the Ameri- 
can demand that England should abandon the right of search. 
Many things happened, iiowever, to cause l)oth governments to 
wisii for peace. In America the Federalists had opposed the 
war vigorousl}^ fi-om its very beginning, and as the war went on 
they opposed it more and mor(\ Indeed, there were times when it 
seemed i)rol)al)le that the Union would be torn apart by the 
differing factions. Near the close of 1814 the New j^g 
England Federalists sent delegates to a convention Hartford 
heltl at Hartford. This convention protested against Convention 
continuing the war, and against what Federalists considered the 
misuse by the national government of its powers. It was ru- 
mored that the convention would recommend that New England 
withdraw from the Ijiion. Alarm was felt throughout the coun- 
try. 

In England the people were growing tired of a war which re- 
flected little credit upon either the British army or navy. Then, 
too, trouble with France was again impending. The sentiment of 
the English people was for ])eace. 

Thus it happened that both sides were willing to sacrifice 
something in order to (muI tlie war. A treaty was made. It 
settled nothing, to be siu-e, except that there should xhe treaty of 
be no more fighting. Impressment was not men- Ghent signed 
tioned, nor were America's connnercial rights on the December 24, 
sea. Other (piestions deemed eciually important b\' 
the British were also passed over. No one seemed to have 
gained anything by the war. Americ-a, however, did gain one 
thing, altliough it was something not mentioned in treaties, ^ 



312 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 

the respect of European nations. After the treaty of Ghent, 
England made no further attempts at impressment; and America's 
commercial rights were not questioned. 

THINGS TO REMEMBER 

1. In 1814 the British planned three campaigns. 

2. The first, against Washington, resulted in the burning of the Capitol 
and other public buildings by British soldiers. 

3. An expedition down the St. Lawrence and Lake Champlain was 
stopped by Macdonough's naval victory on the lake. Again a whole British 
fleet was taken. 

4. A British army attacking New Orleans was entirely defeated by 
General Andrew Jackson. 

5. For many reasons both nations wished for peace. A treaty was made 
at Ghent, and signed December 24, 1814. 

6. The treaty settled few of the questions about which war had been made. 
The war, however, had gained for America the respect of European nations. 

THINGS TO READ 

1. "Hero Stories from American History," Blaisdell and Ball, pp. 
185-198. 

2. "American History Stories," Tappan, pp. 224-230. 

3. "Four American Patriots," Burton, pp. 13.3-176. 

4. "Andrew Jackson," Brown, pp. 1-86. 

.--,. " Making of the Ohio Valley States," Drake, pp. 215-228. 
6. " How our Grandfathers Lived," Hart, pp. 274-291. 

THINGS TO DO 

1. Find the exact meaning of commissioners, negotiations, factions, im- 
pending. 

2. Study on the map the location of the St. Lawrence, Lake Champlain, 
Plattsburg, Chesapeake Bay, Washington, Baltimore, Jamaica, New Orleans. 

OUTLINE 

III. The Struggle for Commercial Independence, 1809-1817. 
(President, James Madison.) 

A. Conditions which interfered with American commerce. 
1. War between France and England. 



THE LAST YEAR OF THE WAR 313 

2. Griinauce.s against England. 

a. The ''right of search "; impressnienl of Anieiicaii iseauu-ii; 
■'once an Englishman, always an Englishman." 

b. English blockade of Continental ports. 

c. Seizure of American merchantmen bound for French ports, 
by English warships on the high sc^as. 

<l. The affair <jf tlu^ Leopard and the Chesapeake. 

3. Grievances against France. 

a. Blockade of British p(jrts in all parts of the world. 

b. Blockade of Continental ports. 

c. Seizure of American merchantmen. 

4. Jefferson's peace policy. 

a. The Non- Importation Act, 180(5. 

b. The Embargo Act, 1807; repealed, 1809. 

c. Non-Intercourse Act, 1809. 

5. The war spirit in the United States. 

Federalists against France; Republicans against England. 

6. War against England declared, June, 1812. 

a. Militarj' and naval conditions in the United States. 
Results of Republican economy on the army; the navj^ 
B. The war. 

1. First campaign in the Northwest. 

HuH'f? surrender of Detroit; failures in New York. 

2. War on the sea. 

"Ship duels"; "Old Ironsides"; reasons for American victories 
on the ocean. 

3. Second campaign in the Northwest. 

Perry's victory on Lake Erie; Harrison's victory at the 
River Thames; the West regained. 

4. British plans for 1814. 

a. Attack on Washington; successful; city burned. 
6. Attack on Baltimore; failed. 

c. Expedition down the St. Lawrence and Lake Champlain, 

a failure; army returned to Canada after Macdonough's 
victory on the lake. 

d. Expedition against New Orleans. 

Failed, the armj' being; overwhelmingh' defeated by Gen- 
eral Jackson. 

5. The treaty of peace signed at Ghent, December 24, 1814. 

6. The results of the war. 



NEW rOLITlCAL IDEAS AND PARTIES 



IX 



NEW POLITICAL ISSUES 



You will often read that the greatest result of the War of 
1812 was not the respect which the war gained for America 
Rise of abroad, but the great increase in the feeling of na- 

nationai tionality at home. It is true that the war had com- 

feeiing pelled Republicans to change many of their ideas. 

A government subjected to too much "simplicity, economy, and 
reform" had been shown incapable of protecting the national 
honor; and from this time the Republican 
watchword " Individual rights" began to 
give way to an increasing desire to main- 
tain the national character of the United 
States. 

The Federalists, who had lost their power 
througii their unwise Alien and Sedition 
The "Era of laws, had greatly increased 
Good Feeling" their impopularity by the 
Hartford Convention. In fact, by the end 
of Madison's term there was practically no 
party but th(> Republican. The adminis- 
tration of James Monroe, who followed Madison, is often called 
the "Era of Good Feeling," because of this. The existence of 
but a single ])arty, hovvevcM-, does not always mean harmony. 
It did not in this case, A new element was springing uj) in 
the Repul)lican party, and a few years were enough to sliow 
that the "Era of (iood Feeling" was the tinu^ which just pre- 

;-il4 




James Monroe 
President, 1817-1825. 



NEW POLITICAL ISSUES 315 

ceded the appearuiico of this new element as a full-fledged 
opponent to the party in power. New men from the West and 
South were taking the leadership in Congress — Henry Clay 
fioin Kentucky, and John C. Calhoun of South Carolina being 
the most important. It is interesting to notice that Cla\', 
Calhoun, and Daniel Webster, for many years the most bril- 
liant figures in American political life, all entered Congress 
just before the War of 1812. In the new "nationalist move- 
ment" Clay was the leader, and his ideas found ready followers 
among the "Young Republicans. " During Monroe's adminis- 
tration, treaties with England and with Spain were made, defining 
the American boundaries, and adding Florida to the possessions 
of the United States. The new interest in the development of 
the country is shown at this time l)y the many proj- internal 
ects for "internal improvement" planned by private improvements 
companies, ])y state governments, and by Congress. The oppo- 
sition of the old-time Republicans to spending national funds for 
such purposes was great, but they were urged forward by Henry 
Clay, by Calhoun, and by the increasing numl)er of "nationalists." 
"Congress," said Calhoun in 1817, must " bind the Repubhc 
together Avith a perfect system of roads and canals. Let us con- 
quer space." And again, "Whatever impedes the intercourse of 
the extremes with this, the center of the Republic, weakens the 
Union." Clay made an earnest plea for the extension of the 
National Road, ])egun in 1811 to make a path over the Alle- 
ghenies. He contrasted the public works undertaken by Con- 
gress in the Atlantic; states — lighthouses, coast surveys, sea- 
walls — with the fact that "not one stone had yet been broken, 
not one spade of earth removed, in any Western state." The 
road had been planned to reach the Mississippi; it was never 
carried so far, but Congress did extend it over the mountain 
barrier and into the heart of Ohio, Indiana, and Illinois. It was 
a slow and costly piece of work, "but when completed," says one 
writer in regard to it, "there were no longer any AUeghenies." 



316 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 

Meanwhile the changed position of i\w United States among 
nations was made clear by a bold declaration from the governinent 
The Monroe at Washington that European hands must be kept 
Doctrine ^ff ^he Western continent. This declaration, known 

as the Monroe Doctrine, was made as a check to the European 
})lan for restoring to Spain her revolted and now independent 
colonies in Me ico and South America. The Monroe Doctrine 
was put forth in a message of the President to Congress, and 
warned Europe that (1) any colony-making in the Western con- 
tinent, (2) any attempt to extend monarchical government in 
America, (3) or any interference in South American politics, 
would be considered a hostile act by the United States. 

While Monroe was President, the slavery question, for the first 
time, created serious difference of opinion between the Northern 
The slavery and the Southern members of Congress, and we see 
question in the prelude to a great struggle which was t(j last 
ongress ^^^ nearly fifty years, and which ended only when 

slavery was finally stamped out. 

When the Constitution was adopted, slavery, which had never 
flourished to any great extent in the North, had almost died out 
there. Indeed, it was supposed by many that it would die out 
even in the Southern states in time. A strong sentiment in oppo- 
sition to bringing more slaves from Africa — to the slave trade 
— had grown up in the Northern states, and abolition societies 
were formed to urge that the slave trade be abolish(Ml. In 1808 
the trade was made unlawful, and the feeling that now slavery 
in America must surely die out was quite general. 

But already Whitney's cotton gin had come into general use, 
and, as we have already noticed, had greatly increased the de- 
mand for slaves. It was soon seen that slavery was far from 
dying out. By 1820 its importance in the cotton-raising states 
had become very great. "It was the cotton interest," says Daniel 
Webster, "that gave a new desire to promote slavery, to spread 
it, and to use its labor," while James Ford Rhodes, who has 



NEW POLITICAL ISSUES 



317 



made a most careful study of the whole slavery question, says, 
"It is more than probable that the invention of the cotton gin 
prevented the peaceful abolition of slavery." 

By 1820 the original thirteen states had been increased to 
twenty-two. Of these, eleven were slave states, and eleven were 
called free states, because no slavery was allowed in them, l^ach 



mS: 


i 


m 


HI 


■ 


HH| 


^^^KBfS^^Bl^^ 






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V> *j!l^w^.'.'*.tifc-.. 


w s^^.'"» ■■■• 






■i\^i'^ 


'\ 








i ■ '■ 

1=* «- , . 











Picking Cotton 



time that Congress voted to admit a free state to the Union, it 
was understood by the slaveholders that a slave state should also 
be admitted, and this was done in each case. Thus the power of the 
slave states in the Senate was kept ecpial to that of the free states. 
In 1818 Missouri, a part of the Tx)uisiana Purchase, applied 
for admission as a slave slate. But \n the North there was grow- 
ing a strong feeling that the spread of slavery must be stopped, 
and a long debate took place in Congress in regard to tlu^ admis- 
sion of Missouri. Southerners argued that Congress might re- 
fuse admission to Missouri, if it chose; but that, if admitting hei' 
at all. Congress had no right to do so on any other terms than 
terms of e(iuality with the states already in the Union. They 
had chosen to be slave or to be free. So must she. 



318 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 



<3 Lis 



Excitement ran high in both the Senate and the House of Rep- 
resentatives. While the discussion still raged, Maine asked for 
admission to the Union as a free state. Had it not been for the 
discussion in regard to Missouri, there would have been probably 
no objection to admitting Maine, since Alabama, a slave state, 
had been admitted the year ])efore, and Maine would merely 
balance that. Now, however. Southern members refused to vote 
for the admission of Maine, unless Missouri were allowed to 
The Missouri come in as a slave state. Not until 1820 was tlie 
Compromise matter brought to settlement by what is known as 
the Missouri Com}>romise. Although Henry Clay was not the 
author of this law, we always associate it with his name, because 
his influence was one of the strong factors in its passage. 
The Missouri Compromise provided: — 
1. That Missouri should be admitted as a slave state. 

2. That Maine should be 
admitted as a free state. 

3. That slaver}^ should be 
forever prohibited in all ter- 
ritory of the Louisiana Pur- 
chase north of 36° 30' (ex- 
cept Missouri). 

This discussion of the 
slavery question showed tli(» 
people of both North and 
South how the two sections 
had grown and were growing 
apart. " This momentous 
question," wrote Jefferson, 
now an old man at Monti- 
cello, "like a firebell in the 
night, awakened me and filled 
me with terror." From now 
Missouri Compromise OH, we may watch a gradual 



\-'^-o 



W 



J E rT R ^ , T o R Y 



- t 




NKW POLI'IMCAl. ISSUMS 310 

clrawiu}^ away from eaoli otlu^r of North and South until \\\v 
crisis in 1861 . 

It was unfortunate that the Nortii and South found added 
bitterness in their naturally opposite views regarding the tariff. 
Most Southern people believed that duti(!s on foreign The tariff 
goods brought into the United States should be only question 
large enough to give the governmcMit funds for its exi)enses — 
that is, that the tariff should l)e ''for revenue only." Higher 
duties than this, they argued, made hardship for Southerners, who 
because of the high duties would have to pay high prices for 
foreign goods. In the South little or no manufacturing was 
done, and the thought of the people was directed toward 
obtaining the supplies which they must ])uy at as low prices as 
possible. 

In the North, on the other hand, manufactiu-ing was becoming 
more and more the important industry, and the idea of a "pro- 
tective tariff " met with much favor. Manufacturers wished the 
government to place high duties on manufactured goods l)rought 
from Europe. Mediants in America Avould then be obliged to 
charge high prices for these goods; and people wishing to avoid 
paying such prices would buy similar goods made in America, 
which, being subject to no duty, would be lower in price. Re- 
moving foreign goods from competition or raising their price was, 
of course, an advantage to the American manufacturer. Ameri- 
can goods w^ould conunand higher prices, as well as meet with 
increased sal(\ To the South, which had to ])uy manufactured 
goods, but made none, this seemed like protecting the interests 
of one section of the country at the expense of the other, and 
the feeling in regard to the question became very intense. 

We must not think, however, that all friends of the idea of 
protection wished higli duties on the same articles, or agreed as 
to how high the duties should be Taritf bills were passed from 
time to time, making changes in the list of dutiable goods, ;uid 
changing the amount of duty required. But in a general way the 



320 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 

North favored i)rt)ti>t'tioii, and the South opposed it more and 
more bitterly, as we shall see. 

THINGS TO REMEMBER 

1. By the end of Madison's adniinistration tin; Federalist party had 
practically disappeared. Monroe's administration is often called the "Era 
of Good Feeling." 

2. The groat question now interesting the countiy was what is known as 
"internal improvement." The old-time Republicans opposed the use of 
national funds for such purposes, but new men in the party urged the de- 
velopment of the country by the government. 

3. It began to be seen that the War of 1812 had given the; T'nited States 
greatly increased respect from European nations. During Monroe's ad- 
ministration the famous "Monroe Doctrine," warning Europe to keep her 
hands ofT the Western continent, was made. That this warning was heeded 
by the European powers shows America's changed position. 

t. During Monroe's administration also we see the first serious discussioti 
of the slavery question in Congress. The Missouri Compronu'se seemed to 
settle the question for the time. 

5. The Missouri Compromise, which provided that with the exception n{ 
Missouri, no slave state should be made from the Louisiana Purchase terri- 
tory north of 36° 30' was the first effort to stop the spread of slavery in the 
ITnited States. 

6. The beginnins: of bitter feeling between the North(>rn and Southei-n 
sections of the country was increased by their differing views on the tnriff 
question. The South believed that the tariff should be "for revenue only." 
The people of the North wished to use the tariff to protect the manufac- 
turing industries of the United States. 

THINGS TO READ 

1. " Rise of the New West," Turner, pp. 149-171 : " The Missouri Com- 
promise"; and pp. 199-223: " The Monroe Doctrine." 

2. " School History of the United States," McMaster, pp. 266-277. 

3. " A Short History of the United States," Bassett, pp. 363-381. 

THINGS TO DO 

1. Find the meaning of monarchical, abolition, revenue, dutiable. 

2. Study the public .services of James Monroe. 

3. Piscuss in class : — 



NEW POLITICAL ISSUES 321 

(1) Why were better rf)utes of travel over the AHeglienies necessary? 

(2) lor what commercial reasons were such routes desirable? 

{'.i) What political ciul would be served by closer communication 
with the West ? 
4. Questions for brief oral or written answers: — 

(1) What political part}' disappi^ired in the years immediately 
following the War of 1812? What party alone remained? 

(2) What question came up to divide the one party into two fac- 
tions? Who were the "nationalists"? 

(3) What are "public works" ? Name some. 

FOR YOUR NOTEBOOK 

1. The Monroe Doctrine. 

This name has Jieen giv(>n to the declaration coTitained in a message of 
President Monroe to Congress, which warned Europe that 

2. Slavery in the United States before 1820. 

The first negroes brought into what is now the United States were brought 

to , in the year , in an — — ^•essel. There came to be slaves in all the 

colonies, but it was only in the that they proved to be of value. In 

the rai.sing of , , and , they were considered most useful, and 

many were imported. By 1750 there were in Virginia nearly as many 
negroes as white people, and in South Carolina more negroes than whites. 

The invention of the , in the year , made the raising of 

• more profitable, and more slaves were desired to work on the planta- 
tions. 

The Northern states came to feel that slavery should not be permitted. 
One bj' one they abolished slavery. In the year the ordinance pro- 
hibiting slavery in the was passed by Congress. The slave trade 

was prohibited in the year . 

Of the original thirteen states were slave states, and had by 

the year 1819 become free. Of the nine states admitted between 1789 

and 1819 were slave and were free. There were then in 1819, 

when the question of the admission of Missouri came up, states in the 

Union, slave states, and free states. 

3. Make a list of the states composing the Union in 1821. Mark each 
gtate as free or slave. Show the states on a map. 



NEW POLITICAL PARTIES 



When Monroe's second term as President approached its end, 
the differing elements of the Repubhcan party had not yet broken 
The election apart sufficiently to })ring a second party into the 
of 1824 field. The campaign i)recechng the election in 1824 

was a contest of men rather than of parties. Four candidates, 
John Quincy Adams, Henry Clay, William Crawford, and Andrew 
Jackson, received votes for President. Of 
these, we already know something of Clay, 
the champion of the West, the ''Father 
of the National Road," and the advocate 
of the Missouri Compromise. Jackson, too, 
"Old Hickor}'," as his admirers called him, 
the hero of New Orleans, we know. Craw- 
ford, who was Secretary of the Treasury, 
was a Southern man, Georgia being his 
home; and John Quincy Adams was one of 
a famous Massachusetts family which before 
and since his time has produced many dis- 
tinguished men. The election has been 
called the scrub race for the presidency. None of the candidates 
received votes (niougli to elect him, and the House of Represen- 
tatives was obliged to choose, naming John Quincy Adams as 
President. 

The great (juestions of the day were those concerning the tariff 
and the right or duty of the United States government to make 
internal improvements. On these questions new party lines 

322 




John Quincy Adams 
President, 1S2.J-1S29. 



NEW POLITICAL PARTIES 



323 



were drawTi. The "Adams men," as they were called during the 
campaign, had, before the administration of Adams came to an 
end, formed the National Republican party. Loose Political 
construction, a protective tariff, and internal im- parties 
])rovements at national expense were the principles of the party. 
The Republican party, 










The Erie Canal and the National Road 



now coming to be known 
as Democratic, continued 
to support strict ccju- 
struction, antl became 
tiie opponent of protec- 
tion and of internal im- 
l)rovements by the na- 
tional government. 

The country was being 
developed rapidly in these 
days. In 1825 the Erie 
( 'anal, from Buffalo to Albany, was opened. The building of this 
canal was the first step in the wonderful development The Erie 
of New York City, "which rose from a market town Canal, 1825 
for the Hudson River to be the metropolis of the North." Villages 

sprang up along the 
whole Hne of the canal, 
and the building up 
of western New ^'ork 
went on apace. 

Other canals were 
built, roads w(Te im- 
proved, and new roads 
made. Commerce was greatly increased. But canals wei-e soon 
to be eclipsed — for the day of the railroad had come. The first 
The development of the modern railroad, with its won- railroad, 1828 
derful speed and comfort, makes an interesting story, one that 
you must surely read. Here we may pause only for the bare 




On a Canal-boat 



324 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 



5E«3P^^-t?i^i 







An Early Railroad Train 



outline of the story. The steamboat, we have already learned, 
was an American gift to the world. For the steam locomotive we 
are indebted to an Englishman, George Stephenson. Who shall 
say which was the greater gift ? 

The idea of using rails for cars or coaches to travel on preceded 
the locomotive, and the first "railroads" were horse railroads or 

tramways. Stephenson's 
"traveling engine" was, 
however, soon seen to be 
far beyond horse power, 
and steam soon replaced 
the horses. In 1825 a 
steam railroad was put 
into successful operation 
in England, and three years 
later ground was broken in 
America for the Baltimore and (Jhio Railroad, "first of the iron 
bonds between the East and the West." 

Soon a fourteen mile section of this road was opened for traffic, 
and other roads followed it in quick succession. The United States, 
with its steamboats, its canals, and now its railroads, was enter- 
ing upon a period of commercial activity of which its founders 
could scarcely have dreamed. Coal was coming into use as fuel, 
and was soon to give new impulse to the ironworking industry 
of Pennsylvania. Manufactures were increasing, and the whole 
country seemed roused to a new activity. 

Closely interwoven wath the increased manufacturing was the 
question of a protective tariff. The attitude of the manufactur- 
ing North, as well as that of the cotton-raising South, we have 
already considered. The laws which had been passed in regard 
to the tariff we are to consider now. At first the idea of pro- 
Tariff tection was secondary in the minds of the lawmakers, 
legislation and the first tariff was for revenue, to giv<» the new 
government necessary funds. In the early days of the century 



NEW POLITICAL PARTIES 325 

manufaoturing interests were small. The War of 1812, how- 
ever, with the Non-Intercourse and Embargo Acts which preceded 
it, made necessary the production of manufactured goods in 
America, since none could now be brought from abroad. The 
war also ruined American commerce, and much of the capital 
employed before the war in shipping industries was now turned 
to manufacturing. 

When the treaty of (iheut ended the war, and coinniercial inter- 
course with Europe was renewed, the country was immediately 
flooded with foreign goods, and the goods now being made in 
America could not be readily sold at the prices they had been 
commanding. Their makers called loudly to Congress to relieve 
their 'distress by placing high duties on foreign goods. 

In 1816 a tariff act was passed by Congress, increasing duties 
on coarse cotton and woolen goods, and on various other things. 
In 1818 duties on iron were increased. In 1820 a tariff I)ill to 
increase duties on many articles — cotton and woolen goods and 
iron again, among other things — passed the House, and failed 
of passage in the Senate by a single vote. The South was aroused 
by the steady increase of duties, and when in 1824 a tariff law 
making still further increase was proposed and passed. Southern 
statesmen protested against the injustice to the South, and the 
more extreme among them began to talk of resistance. "A fig 
for the Constitution! — There is no magic in this word union/' 
cried John Randolph of Virginia. 

The history of the tariff is difficult to follow, since so iiian> 
conflicting inter(;sts affected the tariff laws. New England wcjcjjen 
manufacturers Avished low duties on imported wool, which they 
must have for their mills; but western sheep-owners were call- 
ing for high duties on wool, to protect their own industry. New 
England ship-owners wished cheap hemp for their cordage; Ken- 
tucky hemp growers pleaded for high duties to be placed on hemp. 
Ironworkers in New England wished chea]) iron from abroad. 
Pennsylvania iron miners were desirous of keeping foreign iron out. 



326 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 

In 1827 a new tariff bill was proposed. The making of this 
bill was greatly affected by the approaching presidential election. 
The "Adams men" were ranged against the "Jackson men," and 
the latter bent every energy toward making a tariff which should 
help to defeat Adams and to elect Jackson. Their aim was to 
so frame a bill that their Congressmen would not vote for it. 
Then the manufacturers, who ardently desired increased protec- 
tion, blaming Adams for the failure, would desert him in the 
presidential election. The law, as finally framed, raised duties 
on manufactured articles, as the manufacturers of the North- 
ern and Middle states wished, and as the South violently op- 
posed. But duties on raw materials were also raised, and thus 
the manufacturers were sure to lose whatever profits the duties 
on manufactured goods would bring them. No section of the 
country was pleased, but, contrary to the expectations of the 
Jackson men, enough of the New England congressmen voted for 
the bill to make it a law. This tariff has always })een known as 
the "tariff of abominations." "It refers," said John Randolph, 
"to manufactures of no sort or kind except the manufacture of a 
President of the United States." 

Feeling ran very high in the campaign preceding the election; 
the Democrats were successful in defeating Adams, and in mak- 
ing Andrew Jackson President. Thus, for the first time in the 
history of the republic, a man from beyond the mountains came 
to the presidential chair. 



THINGS TO REMEMBER 

1. After the election of John Quincy Adams to the prcsidonoy, new 
parties came into existence. These were formed on the questions of internal 
improvement and the tarifT. 

2. The National Republican party favored a st roni; nat ioiial government, 
which should use national funds for intern;d inij)n>vement, and a tariff 
which .should protect American industries. 

3. The old Republican or Democratic party favored closely restricted 



NEW PoLiTKAI. I'AKTIKS 327 

powers for (Ik- Fi'ili-ral go\(>nmien(, leiiviiiK (lu; sdifcs fo (;ik<' ciro of tlicir 
internal improvements, and no protection. 

4. The development of tlio country went on rapidly. 'J'li<^ iMie Canal, 
other canals, new and better roads, and finally the railroad, came to make 
commerce inciease. 

5. The tariff question continued to agitate the country. In 182S the 
"tariff of abominations" was passed. There was much excitement during 
the presidential campaign, and Adams failed to be reelected. 

THINGS TO READ 

1. "School History of the United States," McMaster, pp. 279-291. 

2. "Hero Stones from American History," Blaisdell and Ball, pp. 
199-216, A Hero's Welcome. 

;'.. " Lafayette the Friend of American Liberty," Baldwin. 

4. " American Inventions and Inventors," Mowry, pp. 2ir)-22S. 

."). " Days and Deeds a Hundred Years Ago," Stone and l''ickett, pp. 
94- 120. 

(). " I'rom Trail to Railway," Brigham, pp. l-lll). 

7. '' The firowth of the American Nation," Judson, pp. 204-211. 

5. " The Making of the Ohio Valley States," Drake, pp. 229 2.', I. 
9. " How our (Irandfathers Lived," Hart, pp. 47 .")(). 



THINGS TO DO 

1. Find the meaning of abominations, metropolis, tramways, locomo- 
live. 

2. I'ind out what you can about the Erie Canal. Show on a pmalJ map 
?ts route. Is it still of value? 



FOR YOUR NOTEBOOK 

1. .lohn Quincy Adams. Hi.s ancestry. His education and character. 
Ills public .services. 

2. Canals and canal-boats. 

Write a description of a canal, of the boats which travel upon it, and of 
the way they are made to move through the water. Tell why, even in 
these days of railroads and steamboats, people still use the slower canal- 
boat? 



328 AMERICAN HISTORY FOR ORAMMAR SCHOOLS 
3. Political parties, 1824 to 1828. 



Republican (Democratic) 



National Republican 



Beginning 
Principles 
Leaders 
In power 



OUTLINE 
IV. New Political Ideas and Parties, 1817-1829. 

(Presidents: Monroe. 1817-1825; J. Q.Adams, 1825-1829.) 

.4. The Era of Good Feeling (Monroe's administration). 

1. The Federalist party no longer existed; the Alien and Sedition 
laws and the Hartford Con\'ention had destroyed it. 

2. Factions were rising within the Democratic-Republican 
party; young men from the South and West; Henry Clay; 
John C. C^alhoun. 

3. Internal improvements as a political issue. 

4. The Monroe Doctrine. 

5. First contest over slaverj'; the Missouri Compromise. 

B. The election of 1824. 

1. A personal contest (Adams men — Jackson men) four can- 
didates; votes so scattered that the House was obliged to 
elect; elected John (Juinc}' Adatns, although Jackson had led 
in the popular vote. 

2. Formation of new parties. 

National Republicans (the Adams men) ; party i)rinciples : 
protective tariff, internal improvements at government ex- 
pense, loose construction. 

The opposition part}''; kept the name Democratic-Republican; 
soon became known as Democrats; party principles: at first 
largely "hurrah for Jackson"; strict construction; opposed 
internal improvements. 

C. The tariff of 1828, known as the tariff of abominations. 

1. Review of tariff laws passed before this time. Hamilton's 
tariff; tariff of 1816; tariff of 1824. 



THE DEMOCRACY LED BY JAClvSON 



XI 



NULLIFICATION 



There are few iiieu who have had a part in our national hfe 
more interesting than Andrew Jackson. Jefferson had been 
sometimes called "the man of the people," because Andrew 
he so earnestly upheld the people's cause; but here Jackson 
was a "man of the people" whose interest flowed from the fact 
that he himself was one of them. 
Born into a family of poor moun- 
taineers on the frontier of North 
Carolina, he had grown up like 
other mountaineers with little edu- 
cation, and amid the rudest sur- 
roundings. In his early manhoovl 
lie moved to Tennessee. There he 
became a lawyer, and ten years 
later we find him a judge, although 
there seems to be a general agree- 
ment that he never had much 
knowledge of law. He was in Con- 
gress for a short time, biit it was not 
until he had won rcMiown through 
his exploits in the War of 1812 that 
his reputation extended far beyond 
his own state. 

The battle of New Orleans made Andrew Jackson a national 
hero; and his path to the presidency was clear. If anything 

329 




Andrew Jackson 
President, 1829-lS;jT 



330 AMERICAN HISTORY FOR (iRAMMAIi SCHOOLS 

mure tli;iii military ji;l<»i-y had Ix-cii iiccdc*! |() sinootti the way, 
lus lowly origin his kiiishij) with the ('((luiiioii people — was 
CiiOiigh. "Old Hickory" wa,s a uaine l)orii ol lo\<' and admira- 
tion, and the (lualitics the term implies were all his. He was 
strong, unpolished, full of a rude dignity, and unswerving from 
his purpose. His government \vas so much a personal one that 




Tr, e Herniitajje 
Jackson's home during his later life. 



the term ''the reign of Andrew- Jackson" was applied to it ])y a 
political opponent. And the times of Jackson were important 
times in the United States, as we shall see. 

Scarcely had his term of office begun, when a somewhat star- 
tling change in political methods was put into operation by Jack- 
son and his party friends. "To the victors belong the spoils," a 
politician of the time had jestingly said; that is, to the party in 



NULLIFICATION 331 

]^()\v(>r belongs the privilege of making places in governnuMit 
offices for its friends. And for the first time in national politics 
hundreds of men employed by the government throughout th(! 
country were turned out of office for no other reason than that 
their places were desired for political friends of the President and 
th(> heads of departments. The " Spoils System" was The " Spoils 
a l)!ot on Jackson's administration, and, worse than System" 
that, it gained a hold on American political life which has not 
yet been Avholly overcome. Jackson called these wlujlesale re- 
movals ''reform," and there seems reason to think that he believed 
them to be so, ])ut ihvy were considered otherwise by the oppos- 
ing party. 

On the great (juestions before the country in his day Jackson 
had always, as we should expect from our knowledge of the man, 
very decided opinions, and his mind once made up there was 
little hope of turning him from his purpose. He often came into 
conflict with his cabinet, and in the later years of his adminis- 
tration cabinet meetings were no longer held. A group of per- 
sonal friends, sometimes called the "kitchen cabinet," Jackson 
pillowed to ])e('()me his constant advisers. Much was said about 
"the will of the jx'ople," and it is tiuite true that Jackson's meas- 
ures always met with the people's support. 

The tariff (luestion continued to agitate the country. More 
and more, SoutluM-n statesmen denied the right of Congress to lay 
protective duties. Such laws were unconstitutional, Tariff 
they said. And if tiie\- were contrary to the Con- questions 
stitution, a state was (luite justified in declining to obey them. 
The Union was only an agreement between the states, and the 
Federal government but the servant of the states. Each state 
was sovereign, as it had been before the Constitution was made. 
It might even withdraw, if it chose, from the Union. This was 
the Southern view — the doctrines of states' rights, nullification, 
and secession. These doctrines were ably upheld l)y Calhoun, 
and by Senator Hayne of South Carolina. In 1830 there 



332 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 

occurred in the Senate a famous debate on states' rights, and the 
doctrine of nulUfication. In several speeches Hayne put forth 
The Hayne- ^^^ argument, and each speech was answered by 
Webster Daniel Webster of Massachusetts, who argued that 

debate, 1830 ^]^g Union was a government of the people of the 
United States, and not of the states; and that nullification could 
mean only disunion. Then he went on, in a speech whose elo- 
quence could not but move his hearers as it moves us to-day, 
showing what the Union meant or ought to mean to the people 
of all the states. " It is to that Union we owe our safety at home, 
and our consideration and dignity abroad. It is to that Union 
that we are chiefly indebted for whatever makes us most proud 
of our country." And then came that wonderful appeal for the 
preservation of the Union — "When my eyes shall be turned to 
behold for the last time the sun in heaven, may I not see him 
shining on the broken and dishonored fragments of a once glorious 
Union; on states dissevered, discordant, belligerent; on a h^tid 
rent with civil feuds, or drenched, it may be, in fraternal blood! 
Let their last feeble and lingering glance rather behold the gor- 
geous ensign of the Republic, now known and honored through- 
out the earth, . . . not a stripe erased or polluted, nor a single star 
obscured; . . . but everywhere, spread all over in characters of 
living light . . . that . . . sentiment dear to every true Ameri- 
can heart — hiherty and Union, now and forever, one and insepa- 
rable!^' 

This speech of Webster undoubtedly strengthened the love of 
many for the Union. But so widely was the doctrine of nulli- 
fication and even of secession advocated in the South that all 
lovers of the Union felt the danger to the country. For a time 
President Jackson's opinion was in doubt; but at a banquet in 
1830, when asked for a toast, "Old Hickory's" response was, 
"Our Federal Union; it must be preserved!" and his position 
was plain. 

In 1832 a new tariff bill became a law. It was somewhat more 



NULLIFICATION 333 

moderate than tliat of 1828, but still strongly a protective tariff. 
In South Carolina, where the nullification sentiment was espe- 
cially strong, a convention met to consider the matter, Nullification 
and passed the famous Nullification Ordinance, de- in South Caro- 
daring the tariff laws of 1828 and 1832 to be "null, "°^' ^^^^ 
void, and no law, nor binding upon this state, its officers, or 
citizens." Nor was this all. "We will not submit to the appli- 
cation of force, on the part of the Federal government, to reduce 
this state to obedience," the convention declared, also, that in 
case the government did try to enforce obedience, "the people of 
this state will hold themselves absolved from all further obliga- 
tion to maintain or preserve their political connection with the 
people of the other states, and will forthwith proceed to organize 
a separate government." 

President Jackson's answer to this declaration was decided 
and prompt. In a proclamation to the people of South Caro- 
lina, he solemnly warned them that, unless they obeyed the laws, 
force must be used to make them obey; and he prepared to 
carry out his threat. Congress strongly supported Jackson, and 
the people of the rebellious state could not doubt compromise 
the earnestness of his purpose to enforce the laws, tariff of 
In the meantime a new tariff law had been passed, '^^^ 
which by lowering the duties, helped to bring matters to a peace- 
ful settlement. The South Carolina Convention voted to take 
back the ordinance, and nullification was at an end. The contro- 
versy, however, added to the growing antagonism between th(i 
North and the South. 



THINGS TO RF.MEMBER 

1. Andrew Jackson, the seventh Pn'.sidcnt, was a man of threat force of 
character, whose influence was greatly felt during his administration. 

J. What is known as the "Spoils System" was begun by Jackson's rc- 
irioval from office of men who were not of his political party, and putting 
his own political friends into their places. 



334 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 

:>. The. high tariff laws passed by Congress irritated the South. Southern 
nK>n began to talk of ''nullification," and even of secession, if the tariff were 
not reduced. Great debates on these questions took place in the Senate. 
Calhoun was the great advocate of "states' rights," while Daniel Webster 
made eloquent speeches in which he showed what the Union ought to mean 
to the people everywhere, and that the doctrines of the states' rights men 
could end only in disunion. 

4. In 1832 the people of South Carolina called a convention to consider 
the tariff law passed that year. The convention passed the "Nullification 
Ordinance," and threatened, if force were used by the government to carry 
out the tariff law in South Carolina, to secede from the Union. 

5. President Jackson took prompt and forcible measures to cause the 
people of South Carolina to obey the law. Congress, however, to avoid 
conflict, passed a "compromise tariff," which lowered the duties. The 
people of South Carolina then gave up their opposition. 

THINGS TO READ 

1. "Andrew Jackson," Brown (Riverside Biographical Series), pp. 87- 
145. 

2. "Four American Patriots," Burton, pp. 133-192, The Story of An- 
drew Jackson. 

3. "Four Great Americans," Baldwin, pp. 12.5-184, The Story of Daniel 
Webster. 

4. Henry Clay, in "The Men who Made the Nation," Sparks, pp. 25.5- 
281. 

THINGS TO DO 

1. Find the meaning of sovereign, inseparable, controversy. 

2. Think of descriptive words which you might use to show the character 
of Andrew Jackson. 

3. Think out clearly the position taken by the "states' rights" men of 
the South. Compare their threats of secession with the position taken 
by the Federalists of New England at the time of the Hartford Convention. 
Review the Kentucky and Virginia resohitions. 

FOR YOUR NOTEBOOK 
1. Andrew Jackson. 
(Portrait.) 
"Our Federal Union 1 It must be preserved 1'' 



NULLIFICATION 335 

2. State suveruigiity or an iudostructibli- Union. 

States' lights advocated by people of the , led hy . Their doc- 
trine WJIS — . 

The indestructible Union advocated in the Senate by , who did 

much to create a love for the Union like his own in the hearts of Northern 

people. His idea of the Constitution was that it was , while the South- 

i-rn loaders considered it only . 

3. Daniel Webster. 

(Portrait) 

Place here the quotation from Webster's great speech, on page 332. 



XIJ 

THE FINANCIAL QUESTIONS OF JACKSON'S TIMES 

In 1832 Jackson was reelected by a large majority. During 
his second term the great question before the country concerned 
Jackson op- ^^^ United States Bank. Jackson believed this bank 
posed the was not a good thing for the country; and, l)elieving 

United States ^j^j^.^ j^^ bent all his energies toward its destruction. 
The bank charter was to expire in 1836, and although 
the National Republicans in Congress succeeded in 1832 in pass- 
ing a bill rechartering it, Jackson vetoed it, and it failed to be- 
come a law. 

The next year Jackson aimed another blow at the power of 
the l)ank, l)y what is known as the "removal of deposits." Gov- 
Removai of erjunent funds were no longer deposited in the bank, 
deposits, 1833 i)ut were placed in various banks under state con- 
trol and friendly to the Democratic party. This act was op- 
posed by many men of Jackson's own party, and even by some in 
his cabinet. But no amount of persuasion could turn him. The 
bank was a bad thing, he reasoned. The bank must be destroyed. 
And he chose the surest way to destroy it. 

The effect of the "removal of deposits" reached much farther 
than the United States Bank. To understand this effect we must 
Financial know a little of financial conditions at this time, 

conditions ^he development of the West, the use of steamboats, 
the improvement of highways, the building of canals, and that 
wonderful new invention, the steam railway, made this a time 
of great business activit}^ Men everywhere were eager to under- 
take great enterprises. Much money was invested in Western 
lands; there was a general idea that great fortunes were to be 

336 



THE FINANCIAL QUESTIONS OF JACKSON'S TIMES 337 

DuuU^ from these lands. People who had no money to invest 
were anxious to borrow. State governments were planning in- 
ternal improvements on a large scale, and they too were anxious 
to borrow money. The banks could lend at a profit all the 
money tliey could get to lend. And in the excitement of the times 
many banks lent money which they did not have, — that is, 
they issued notes, hoping that if the notes came back to be re- 
deemed in coin, they would tlien have the money with which to 




View of Washington from the Capitol, 1832 



redeem them. Government deposits in the 'selected banks — 
"pet banks" they were called by Jackson's opponents — of 
course increased the amount of money which might be put into 
circulation. The spirit of sp(H'ulation grew stronger than before. 
"Wild-cat banks" — which issued notes they never meant to 
redeem — sprang up. But one thing was needed to bring about 
a financial panic, and that one thing President Jackson supplied. 
Jackson was what was called a "hard-money man." He be- 
believed that only gold and silver money should be received by 



338 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 

the go\"eriunent, and hr viewed with alarm the large iniiuliers of 
bank-notes in eireulation, and l)eing paid into the United States 
The "Specie Treasury for public lands in the West. As we have 
Circular," alread}' seen, to believe a thing was wrong and to pro- 
^^^^ ceed to destroy it, if he coukl, always went together 

in "Old Hickor^^'s" mind. He determined to stop the payment of 
paper money to the government, and when he was nearly at the 
end of his second term the order went out that hereafter nothing 
but gold and silver (specie) would be received in payment for 
public lands. The "Specie Circular," like Jackson's attack on 
the bank, was a harsh way of dealing with the situation. "Jack- 
son simply smashed things," some one has said. Whether any 
other way could have been found to accomplish the end would be 
hard to say. This, at least, was Jackson's way. 

Soon bank-notes began to come back to the banks that had 
issued them, to be redeemed in specie. The banks had little or 
no specie, and often had to suspend payment. People who had 
borrowed money were now desperately seeking to raise money 
with which to pay their debts. Hokiers of western lands lost all 
hope of making fortunes, and were anxious to sell at any price. 
Everybody wanted to sell, nobody to h\iy. JMills and factories 
The " panic of founcl that their sales were rapidly falling off. People 
1837 " could not afford to buy their goods. Then the mills and 

factories had to close, men were thrown out of work, great poverty 
and distress followed. The time is known as the "panic of 1837." 

Jackson had gone out of office in March of this year, but his 
party was still in power, with Martin Van Buren, Jackson's friend 
and adviser, as President. Even the government felt the finan- 
cial trouble, much of its money having been in banks which were 
now unable to pa}'^ the money back. Van Buren urged that the 
United States government have a "treasury" of its own, and have 
Treasury es- no more business with banks. In 1840 the treasury 
tabhshed, 1840 ^yg^g established by law, and the government became, 
as it still is, entirely independent in its financial affairs. 



THE FINANCIAL QU1<:ST10NS OF JACKSON S TIMK8 339 




Martin Van Buren 
President, 1837-1811. 



It. is difficult to praise or to condemn Jackson's work in these 
stormy times, but it is surely true that when the "hard times" 
of 1837 had passed, and prosperity came again, it was on a stronger 
foundation than it had been before Jack- 
son's "smashing things" had taken |)la("e. 

The time of Jackson and his party's 
power was a time of great development in 
the United States. We have Mechanical 
already mentioned some of the aids to 
causes of this great awakening, progress 
and need pause now' to notice only the 
rapid increase in the use of railroads and 
steamboats, and to consider some smaller 
inventions which had their influence on the 
increasing activity of the times. 

In 1828 three miles of railroad had been 
built in the United States; ])y 1840 there 

were twenty-two hundred miles. Steamboats, too, were by 1840 
in general use on the Great Lakes, the Ohio, and the Mississippi. 
In 1819 a steamboat, the Savannah, had crossed the Atlantic, 
and in 1840 the Cunard Steamship Line between New York and 
Liverpool was regularly established. The time between Europe 
and America was reduced to ten or twelve days. 

The increased facilities for travel of course increased connncrce, 
and cut down not only the time of transportation, but the cost. 
Eastern and w^estern goods were more fr(H4y exchanged, and the 
people of the East and the West came to know each other better. 

Then, too, while commerce was increasing, farming was greatly 
aided by the use of recently invented machines for tilling, sow- 
ing, and reaping. The IMcCormick reaper, in particu- The McCor- 
lar, must be noticed. The difficulty in raising wheat n»ick reaper 
had always been in harvesting tlie grain rapidly enough to pre" 
vent its spoiling. The horse reaper completely overcame this 
difficulty, and each year saw new lands in the West devoted to 



340 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 



MK RUSSIAN 










wheat raising, and each year the value of the wheat croj) grew 

greater. The reaper was to the wheat growers what the cotton 

gin had been to the planters of the South. 

Other inventions were making changes in ways of living or 

methods of work. Friction matches were just coming into use. 

Lamps were taking the 
place of candles, and in 
some places gas was 
being introduced for 
lighting purposes. 
Stoves were being im- 
proved, and were now 
largely used for heat- 
ing, instead of the 
fireplace, changes in life 
The won- and thought 

derful ^y'»4o 
science of photography 
was given to the world 
by the invention of the 
daguerreotype in 1839. 
The steam hammer, 
invented in England 
in 1842, ranks high 
among labor-saving 
machines. The year 
1844 saw two American 
inventions of immense 
importance to the 
world. One of these 
was the process of vulcaniziRg rubber, thus rendering useful a 
substance which had for years been the hope and the despair of 
manufacturers. The other was the electric telegraph, invented 
by Samuel F. B. Morse, and its influence in the modern world 



Aetoria^* 






I , , I ,ry , l.tbl.ihed, 
Sv INDIAN 



A' 



W illa Willa."^ U' CUUNTRY 



-o 

i t I 1 j< r 



t 



' ,1 li^h I In, Tr [hjl'Jj}_ 



V 



The Urc;i;oa Country 
Boundar>- in dispute until 1846. The Oregon question was 
prominent in Congress after 1820. In the presidenti!ii 
campaign of 1844 the Democrats demanded that the 
boundary be fixed at 54° 40'. " Fifty-four forty or 
fight " became a popular rallying cry. 



THE FINANCIAL QUESTIONS OF JACKSON'S TIMES 341 




The First McCormick Reaper 



can hardly be estimated. 
Two years after the tele- 
graph came the sewinjj; 
machine, made by Elias 
Howe. For years nuni 
had been experimenting 
to perfect this, but Howe 
was the first to make a 
success of it. The cur- 
r(^nt of life was no longer 
slow and cahn. The mod- 
ern hurry and bustle of 
city life began to appear. 

Newspapers, which had already become a feature of American 
life, greatly increased their influence, as more rapid transportation 
and improved methods of printing made it 
possible for them to print news earlier and 
to circulate it more widely. Oreat writers, 
whose work is now the pride of our country, 
began to appear. Washington Irving was 
already famous; Cooper, Poe, Hawthorne, 
Emerson, and Longfellow were entering upon 
their work. Such orators as Webster and 
Clay were firing the 
hearts of the people by 
their eloquence. 

People began to see 
that the public schools, of which there were 
already many in the United States, must be 
increased and improved. They began, too, 
to care more for the welfare of their fellow- 
men, and to organize missionary and chari- 
table societies, to reform prisons and asvlums ^ , ^ . . , ^ 

_ ' • Howe s Original Sewing 

for the insane. A desire to overcome the Machine 




Samuel F. B. Morse 




342 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 



terrible evils of intemperance caused hundreds of temperance 
societies to be formed ; while the feeling that no man should 
be held in slavery to another man grew rapidly enough to cause 
the beginning of the movement to abolish slaveholding in the 
United States. In 1831 Wilham Lloyd Garrison, a young 




L/hicago i.'i 1 '-' .-'2 

man of extreme antislaverj^ views, began the publication of an 
abolition paper called the Liberator. It soon attained a wide 
circulation. 

Garrison advocated immediate al)olition. He denounced tlu^ 
William Constitution for jjrotecting slavery. He scorned union 

tioyd with slave states. He wrote in the Liberator, " I 

Gamson shall strcnuously contend for the immediate enfran- 

chisement of our slave population. ... I will be as harsh as 
truth and as un('omi)r()misiug as justice — I am in earnest — I will 
not equivocate — I will not excuse — I will not retreat a single 
inch — and I will be heard." 

In the South the antislavery movement was looked upon with 
horror. All feared that it would lead to insurrection among 
the slaves. The Liberator and other antislavery publications 



THE FINANCIAL QUESTIONS OF JACKSON S TIMES 343 

were forbidden circulation. Garrison himself was hated and 
despised. 

lu the North, also, antislavery sentiments found no favor at 
first. Merchants and business men had ho desire to offend the 
South. Cuhured people were repelled by Garrison's harsh manner 

I 










of speech. Even the churches condemned antislavery agitation. 
But antislavery teaching went on and in time its influence was felt. 
Modern American life, as we see it about us to-day, had some- 
how come into existenc^e during the ten years between 1830 and 
1840. "The United States of 1830 presented few ra<h(;al differ- 
ences from the nation of a generation before; the United States 
of 1840 had almost forgotten that its past was more than a decade 
in extent." 

THINGS TO REMEMBER 

1. There were scrioii.s fiiiaiicial difficulties during Jackson's second term. 

2. Jackson believed that the llnited States Bank held too much power, 
and he succeeded in destroying it. 

•i. Speculation was carried on all over the country. Because so many 
people were anxious to borrow money for A'arious enterprises, banking be- 
came very profitable, and a great increase in the number (if l^anks followed. 
Many of these banks issued notes which they had imt money to redeem, 
ami I he country was flooded with this paper money. 

1. Jackson believed that only gold and silver should be received by (he 
gu\eiiiment. Large sums were being paid into the government tieasury 
for Western lands; Jackson's "Specie Circular" forbade these payments tu 
be made in anyiliing but specie (gold or silver). 



344 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 

5. Paper money came back to the banks for redemption, and many 
banks were ruined. The pef)ple holding the notes of these banks of course 
suffered too, and soon the whole country was feeling the effects of their 
trouble. The time is kno.wn as the "panic of 1837." 

0. By 1840 great changes had come in ways of Jiving and in ways of 
work. The steamboat and the railroad, greatly increased manufactures, 
the invention of labor-saving machines, all made wonderful changes. The 
West was developing very rapidly, and coming to be an important and in 
fluential part of the nation. 

THINGS TO READ 

1. "Andrew Jackson," Brown (Riverside Biographical Series), pp. 
138-156. 

2. " The Jacksonian Democracy," McDonald, pp. 16-27. 

3. " Students' History of the United States," Channing, pp. 399-414. 

4. "Growth of the American Nation," Judson, pp. 234-243, 258-268. 

THINGS TO DO 

1. Find the meaning of circulation (as applied to money), specie, fren.fi/rjf, 
prosperity. 

2. Find, with your teacher's assistance, answers to these ciuestions: — 

(1) Why do people put money into banks? 

(2) Why do banks wish to receive people's money ? 

(3) What do the banks usually do with the money deposited in 
them ? 

(4) What are bank-notes ? 

(5) Can any one who wishes to establish a bnnk do so, and issue as 
many notes as he pleases ? 

(6) How was it possible for so many "wild-cat banks" to come 
into existence in Jackson's time ? 

(7) If all the depositors in a bank were to ask for their deposits on 
the same day, would the bank probably be able to meet the 
demand ? Give a reason for your opinion. 

3. Discuss: — 

Do you agree with Garrison that no union was better than a union 
with slavery? 

FOR YOUR NOTEBOOK 

Inventions and improvements from 1825 to 1840. 

(1) The railroad — first in United States, 1828; twenty-two hundred 
miles built by 1840. 



THE FINANCIAL QUESTIONS OF JACKSON'S TIMES 345 

(2) The steamboat improved; by 18-10 iu general use on the Great 
Lakes, the Ohio, and the Mississippi ; the Cunard Line across the 
Atlantic established in 1840. 

(3) Agricultural machines to take the place of luuid labor; the Mc- 
t'ormick rc^iper. 

(4) Improvements in lighting and heating; matches; gas; stoves; 
coal. 

(5) Platform scales invented; the lockstitch sewing machine first 
made and sold; many small articles made by machine instead of 
by hand. 

(6) The use of anaesthetics in surgical operations and dentistry. 

OUTLINE 
V. The Democracy led by Jackson, 1829-1841. 

(Pre.sident8 : Jackson, 1829-1837; Van Buren, 1837-1841.) 

A. The new President ; a "man of the people"; lack of political train- 
ing; character and temperament of the man. 

B. The Spoils System. 

C. Opposition of the South to a protective tariff. 

1. Agitation following the tariff of 182S; not allayed by the 
slightly lower duties of the tariff of 1832. 

2. Convention in South Carolina passed Nullification Ordinance. 
November, 1832. 

3. Jackson's position : " Our Federal Union ! it must be pre- 
served." His proclamation to the people of South Carolina. 

4. The compromise tariff of 1833. 

D. Financial probhnns. 

1. Financial condition of the country; speculation; sale of public 
lands; money market; banking methods; government surplus. 

2. The United States Bank. 

a. Its history; condition when Jackson came into office. 

b. Jackson's veto of bill to recharter the bank. 

c. Jackson's reelection followed by the "removal of deposits"; 
funds placed in state banks under Democratic control known 
as "pet banks." 

d. Increase of state banks and speculation; "wild-cat banks." 

e. The Specie Circular. 
/. The panic of 1837. 

g. The independent treasury. 



346 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 

E. Social, industrial, and territorial expansion. 

1. Territorial growth since the United States became a nation. 
a. The Louisiana Purchase. 

h. The Oregon country ; in dispute at this time; later boundary 

settled by treaty with England. 
c. Florida; bought from Spain in 1819. 

2. Mechanical aids to progress. 
a. The railroad. 

In 1828, three miles in America. 

In 1837, fifteen hundred miles. 

In 1S40, twenty-two hundred miles. 

Changes brought about by steam locomotion. 
h. Improvement and increased use of the steamboat. 
c. Minor inventions. 

3. Effect of changes in mode of living and work upon social 
conditions. 

" There are two aspt^ets of slavery in the South that are without p.irallel in the 
history of slavery throughout the civilized world ; namely, th<! religious instruction 
given the slaves by tiieir masters, either personally or through the instrumentality 
of said masters ; and the fidelity of the negroes during the war between the States, 
when every able-bodied man was at the seat of war and the women and children 
were entirely at the mercy of the negroes. There are no instances recrorded of 
indignities offered Southern women by the negroes during that time, and thousands 
of them remained at home, even after they had been freed by the Government, and 
watched over and cared for the white families entrusted to their protection. This 
fidelity in the wake of the pas.sing institution of Slavery left a phenomenally beau- 
tiful light — a light which will never be seen again, for .such things havi^ passed 
away." — Sophie Fox Ska. 



SLAVERY THREATENS THE UNION 
XIII 

THE STRUGGLE FOR MORE SLAVE TERRITORY BEGINS 



The election of 1840 marks a l:)reak m the long-coutiiiuetl power 
of the Deinocratic-Repvibhcaii party, or the Democratic party, 
as it had now come to be called. Since the days of Political 
Jefferson many changes had come about in party parties 
beliefs and principles, but tlirough all changes the party had stood 
for state rights rather than for a 
strong national government, for a 
low tariff, and for strict construc- 
tion of the Constitution. 

The National Republican party, 
formed during the administration 
of John Quincy Adams, was now 
known as the Whig party. Its 
lea(l(T was still Henry Clay, and its 
principles, as they had been from 
the beginning, were in favor of a 
strong central government, liberal 
construction of the Constitution, 
and a protective tariff. Clay, liow- 
cver, having failed of election as 
President in 1882, the nomination 
of his party in 1836 and again in 

1840 was given to General WiHiam Henry Harrison, a hero of 
the War of 1812. 

In 1836, as we already know, Van Buren, the Democratic 

347 




348 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 




Wm. H. Harrison 
President for one month, 184 1. 



candidate, was elected. In 1840 he was again the candidate of 

his i^arty, but was defeated, and Harrison became the first Whig 
President. In this election we may see, 
also, the hold that the abolition movement 
was taking upon the North, since an anti- 
slavery party, calling itself the "Liberty 
party," entered the political field, and 
secureci seven thousand votes for its 
candidate. 

Harrison was the first President to die 
in office. His death occurred after only 
a month of service, and his term was com- 
pleted by Tyler, who had been Vice Presi; 
dent. Tyler was not really a Whig in his 
political beliefs, but rather an anti-Jackson 
Democrat, and he soon came into conflict 
with the party which elected him. In 

1844 he was not popular enough with his party to be renominated, 

and Clay was placed again at the head of 

his party ticket. Again he failed of elec- 
tion, and the Democratic candidate, James 

K. Polk, came into office. The Liberty 

party, a second time in the field, had in 

the four years since its formation gained 

many adherents, sixty thousand votes l^eing 

cast for its candidate. The antislavery 

sentiment stirred up by the abolition 

societies had now spread sufficiently to 

make the extension of slavery a political 

issue which could no longer be ignored. 
Thousands of petitions for the abolition 

of slavery in the District of Columbia 

were sent to Congress. Southern congressmen used every means 

to prevent even the reading of these petitions, but a strong 



f^:.: ' 


'■■' 'T--:..-v> 


■;■■ :"S!»f ;:vS(i 


] 


M 


P 


M 


^m 


k 



John Tyler 
Eleoted Vice President in 
1840 ; became President ou 
Harrison's death ; served 
imtil 184.'). 



STRUGdJ.E KOli MOliK SLA\ K TKItUrroKN BKdINS 349 




friend, not espocially of the al)olitiomsts, but of the "riglit of 
petition, " arose in John (^uincy Atlanis, now a representative 
from Massachusetts. So long, and with such fiery zeal, did 
he uphold the right of the people to send petitions on any 
sul)ject to Congress, that he 
gained the name "the old man 
eloquent." 

This denial hy the Southerners 
of the right of petition did not 
help their cause. On the con- 
trary, it added to the growing 
feeling against them, and with 
the election of 1848 we shall see 
the slavery question take prtnedence of all other issues, and be- 
come the great question before the nation. It had long disturbed 
the national peace; it now came to threaten the Union itself. We 
have seen how, year l)y year, the North and the Growth of 
South had grown more und more unlike, and more sectional 
and more susi)ici(jus of each other; how the Mis- '^'"^"^ess 
souri question had made the first real break between them; iunv 
differences concerning the tariff had further embittered the feel- 
ing of each toward the other. We know how ready different sec- 
tions of the country had been to talk of nullification, when acts 
of the federal government had displeased them; and we have 
read South Carolina's open threat of secession in 1832. 

The feeling had become A-ery strong in the Soutli that just treat- 
ment would never be given Southern states by the North, and that 
unless their power in the Senate could be kept equal Keeping the 
to that of the Northern states, the South would see equality in 
her industries and her ways of life interfered with, * ^ ^"^^^ 
and her prosperity ruined. Keeping the power of the South in 
the Senate equal to that of the North meant that the number of 
slave states must be kept equal to the number of free states. 
Therefore we see struggle after struggle over the making of new 



350 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 

states. After the Missouri Coniproniise, which made the number 
of slave and free states equal, no states were admitted for fifteen 
years. Then Arkansas came in as a slave state and Michigan 
as a free state. The equality was still preserved, l)ut by the terms 
of the Missouri Compromise far more territory was h'ft from 
which to make free states than from which slave states couhl be 
made. The South saw its power threatened, and could see relief 
only in getting more territory which might become slave soil. 

At this time Texas, w^hich had been a part of Mexico, had 
fought against her Mexican rulers and had ])ecome independent. 
The annexa- The Texans, how^ever, wished to become a })art of the 
tion of Texas, United States, and asked that Texas l)e admitted to 
^^45 ti^g Union as a state. The Soutli welcomed the op- 

portunity, for the Texans already had many slaves, and would 
undoubtedly wish to form a slave state, or 
perhaps ])etter yet to have their territory cut 
up into several slave states, for Texas was 
more than five times as big as New York or 
Pennsylvania. 

Northern congressmen tried to keep Texas 
Texas Flag Qut of the Uniou. They had no desire to see 

Texas is often called the ^j^^ g^^^j^ ^^^| f^^^^. ^j. fj^.^^ ^j^^^ ^^^^ ^^ g^^,^ 
Lone Star State. ' 

one, to her territory. Then, too, the annexation 
of Texas w'ould be likely to bring on a war with Mexico. But the 
Southerners rather desired war than otherwise, and their members 
in Congress gained their point. Texas was admitted in 1845. 

The war with Mexico, feared by the North, was not long in 
coming. Mexico was quick to resent the annexation of Texas 
The Mexican by the United States, especially since Texas claimed 
War, 1846- more territory than she had been able to occupy 
1848 when she had been independent. The United States 

supported the claim of Texas. A war with Mexico would give 
the United States a good excuse for forcing her weaker neighbor 
to give up still more territory — for already the eye of the nation 





TERRITORY 

CLAIMED UV TEXAS 

when admitted to tlie Uiiiuu 

1845 



STRUrUilvK FOR MORE SLAVK TKRRITORY BEGINS 351 




was on California. Tliis was doubtless the real reason why Presi- 
dent Polk was anxious to make war, and why he was supported 
by a majority in Congress; but it is not a reason which adds to 
the glory of our history. 

American troops sent into the disputed territory were attacked 
there by Mexican soldiers, and President Polk's message to Con- 
gress stated: "War exists notwithstanding all our efforts to avoid 
it — exists by the act of Mexico herself. 
Mexico has invaded our territory, and shed 
American blood upon American soil." If 
this had been true, it would indeed have 
justified the declaration of war which Con- 
gress at once passed. But there seems little 
to justify such a statement. It would seem 
rather that the war was forced upon Mexico, 
and that the blood shed was upon soil which 
]\Iexico had a right to claim. 

Some historians, indeed, do not take this 
view, but assert that Mexico brought the 
war upon herself by continued mistreatment of Americans; that 
the claim of Texas to the territory l)etween the Nueces and the 
Rio Grande was quite justified; and that President Polk did not 
advocate war until he had tried in vain to adjust the differences 
by peaceful means. 

"The Mexicans," says Rhodes in liis history, "thought that the 
war was the result of a (lelil)erately calculated scheme of robbery 
on the })art of the superior power." And there was a de(>p-rooted 
feeling in America that the war was unjustly begvm — a feeling 
which is still u])hel(l by many thougiitful students. 

The war, however ingloriously begun, was one wiiich reflected 
great credit upon tiie Ameiican army. ( ieneral Ta>lor, who was 
in charge of the troops in the region of tlie Rio Crande, had de- 
feated the Mexicans at the battles of Palo Alto and Resaca de la 
Palma even before war was really declared. Following them 



James K. Polk 
President, 1845-1849. 



352 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 



across the river, he fought a three days' battle at Monterey in 
September, 1846, and again defeated the Mexican army. Push- 
ing on toward the heart of the country, he was met (February. 




Campaign of General Taylor 

1847) b}^ a Mexican force, four times as large as his own, at Buena 
\'ista, where he gained a brilliant victory in spite of the unequal 
numbers. 

Already, however, the principal scene of the war had shifted, 
and we find interest centering on General Scott's advance on the 



''/, 



^^r;^'^::^ " 



" f 26/ 60 



f SCA^E OF MILES / 




Campaign of General Scott 

city of Mexico. This campaign will long be known as one of 
the most brilliant and picturesque of modern history. From Vera 
Cruz on the coast, to Mexico, the capital city of the Republic, 



STRUGGLE FOR MORE SLAVE TERRITORY BEGINS SoS 

the way of tlu' American army lay over mountains, tlu'ough 
passes and ravines, with fortified castles to be stormed and walled 
cities to be taken. At Cerro Gordo, a narrow mountain pass with 
high and rugged sides, the Mexican army, commanded by their 
l)resident and general, Santa Amia, met the Americans. The 




Territory ceded by Mexico, 184-8-1853 

battle ended with victory for Scott and the flight of Santa Anna. 
Then the Americans pressed their way over the crest of the moun- 
tains until the fair green valley and the beautiful city of Mexico 
lay before them. But there were fortified outposts to be taken 
and the frowTiing castle of Chapultepec. 

On the 20th of August the task was begun, and though the 
2a 



354 AMERICAN HISTORY FOR ORAMMAR SCHOOLS 

fighting was hard, one after another the outposts gave way and 
the American army was before the walls, inside which ail the 
fleeing and defeated Mexicans had gathered. On September 
8th the tittack was begun, and five days later the grim old castle 
was carried by storm and the American soldiers swept on into 
the city itself. jVIexico was conquered. 

In the treaty which followed, Mexico was powerless to resist 
the will of the conqueror. California and New Mexico, as well as 
Texas, were made territory of the United States. That the 
United States paid eighteen millions of dollars to the Mexican 
government did not change the fact that Mexico was forced to 
sell her lands against her will. To the Union the purchase 
brought the l^itterness of strife. 

A great territory was added to the Union. Should it become 
a source of strength to the South, or should it be added to the 
free territoiy which was already greater than the area devoted 
to slavery? This became the burning (luestion, and the South 
The Wiimot could see no justice in the Wilmot Proviso, proposed 
Proviso. j,^ Congress early during tlu^ war, to prohibit slavery 

forever in the territory that might be acquired. The Proviso was 
twice passed l)y the House, and it t\vic(> failed in the Senate. 
]^ut the North was aroused. The abolitionists' cry, that slavery 
Avas "a sin, and a crime, and a blot on the nation," had at last 
won followers enough to make a stand against the further spread 
of the evil, — a stand with A\hich the South must reckon. From 
1847 until the crisis in 1861 all other questions fell Ixick before 
this — "Shall slavery be confincMl within its present limits — or 
shall it be allowed to expand and to occupy the West?" And yet 
as late as 1857 there were seventy-five slave vessels fitted out in 
North(>rn ports for the slave ti'ade, although an act of congress in 
IHOO had alxjlislied the inhujuan traffic, to take effect in 1808. 

THINGS TO REMEMBER 

1. The Natioti.il l{<'|)nblicaii pai'ty. foniu'd in the administration of 
John (JuitU'V Adaiuiii, and now known as the Whig party, came into power 



STHI:G(JLE FOK MoUK SLAVK TEKRlTOliV BE(ilXS 355 

ill 1841). will) the cleclidri of ils (•.•iiulidjilr, \\'illi;im Ilciirv HHiiisDii. for 
I 'resident. 

2. This election showvs a new party, calling it.self the "Liberty party," 
and having as its foundation the abolition of slavery. It is iniportant only 
as il .shows tlic giowlli of al)oHlion sentiment. 

;>. In the election of ISl). the Deiuocralic parts' came back into power. 
In (his election the Lii)er!y pai'ly caiididales recciNcd more than eis;!!! 
times as many xotes as they had in 1N4I). 

4. The slax'ei'v i|nestion was now coming to l)c the most important 
political (|Viestioii of the day. The South belie\('d that the .\orth eared 
notiiiuii for the prospeiity of llic Southern states, and that if the free state.s 
oulnumbei-cd the slave ^l;itcs. the future of the Soulli would be sj)oil(Ml. 

."). I'or man>' ycar> tlii' S<mtli had relied on the ciuality in the Senate. 
to miard her intercuts. 'i'hci-e seemed now no likelihood of keeping thi.s 
e<|U;ility unless more terriloiy from which slax'e stales could be nuule were 
;tdded lo the rniled States. 

(). The ."Southern people saw .an opportunity to gain sla\"e tei'ritory bj' 
the admission of Texas to the I'nion. Thi> they succeedefl in getting; they 
also prox'oked a war with .Mexico in tli(> hope of wi'esting from her more 
territory. 

7. By the treaty following tlu> Mexican War a great territory, largely 
south of the Mi.ssouri Compromise line, was added .to the United State.s. 
Whether thi.s territory .should be sla\c or whether the spi'ead of sla\'ery 
.should be stopped beeanie the (piestion of the time. 

THIXCS TO Ri:.\D 

1. From a s])eech deli\'ered in the .Seimte, February, 1S47, by Thomas 
Corwin : — 

'■ Vou may wrest provinces from .Mexico by war — you may hold them 
by the right of the strongest — you may rob her; but a treaty of peace to 
that effect with the people of Mexico, legitimately and freely made, you never 
will have ! . . . Vou have taken from Mexico one fourth of her territory, 
and you now propo.se to run a line comprehending about another third, 
for what ■.'... Why, .says the chairman of this conunittee on foreign 
relations, it i^ the most reasonable thing in the world ! We ought (o have 
(he Bay of .San Francisco, ^\'hy ? Because it is the best harbor on the 
Pacific ! . . . I never yet heard a thief arraigned for stealing a horse |)lead 
that it was the best horse he could find in the country ! . . . Sir, it is not 
meet that our old flag should throw its protecting folds over expeditions 
for lucre or for land. But you still say that you want room for your people. 
This has been the plea of every robber chief from Nimrod to the pi-esent 



356 AMERICAN HISTOin FOli GRAMMAR SCHOOLS 



liour. . . . Why is it, sir, that we, the United Stales, a people uf yesterday 
compared witii the older nations of the world, should be waging war for 
territory — ^ for ' roftui' ? Look at your country, extending from the 
Allegheny Muuntains to the Pacific Ocean, capable itself of sustaining in 
comfort a larger population than will be in the whole Union for one hun- 
dred 3'ears to come. . . . You may carry them [your flags] to the loftiest 
peaks of the Cordilleras, they may wa\'e with insolent triumph in the halls 
of th(> Montezumas, the armed men of Mexico may quail before them, but 
the weakest hand in Mexico, uplifted in praj'er to the God of Justice, may 
call down against you a Power in the presence of which the iron hearts of 
your warriors shall be turned into ashes." 

2. "A Satire on the Mexican War," from Biglow Papers, Lowell. In 
'"Source Book of American History," Hart, pp. 271-276. 

3. ''The Spanish in the Southwest," Winterburn, pp. 97-222. 

4. " Under Six Flags" (The Story of Texas), Davis, pp. 50-140. 

5. "Side Lights on American History," El.son, Part I, Chapter XII. 
"History of the LTnited States," Elson, pp. 527-53(3. 
"Students' History of the United States," Channing, pp. 417-423. 

THIXGS TO DO 
Discuss in class : — 

(1) Why do we consider the Mexican War as jiart of (he general (jues- 
lion of slaveholding in the United States? 

(2) What made Southerners desirous of making war on Mexico? 

(3) Was the United States justified in making war upon Mexico? 
Defend your opinion. 

(4) Would the Wilmot Proviso liave been fair to the South, had it 
been passed ? 

FOR YOUi{ XOTKBOOK 
1. A stud}' of political parties in ISKI and 1S4I. 



6. 



1. 



Beginning 
Principles 
Leaders 
In power 



Democratic 



Whk; 
(N.\TiON.\L Republican) 



2. Associate with some fact in the history of slavery each of the followint 
dates: 1619, 1787, 1793, 1808, 1820, 1845, 1S4S. 



XIV 

SLAVERY BI^X'OMES THE FOREMOST QUESTION 



As the election of 1848 approached, neither ol" the "Teat parties 
was wiUing to take a decided stand on the shivery question. 
There were proslavery and antislavery Whigs, just The election 
as there were proslavery and antislavery Democrats, o^ ^848 
And neither party dared face defeat by coming out boldly on 
either side. Thus it happened that many Northern Whigs and 
Northern Democrats, whose hearts were 
now set upon "free soil in the territories'' 
were dissatisfied with the action of their 
parties. 

In August a convention of these dissatis- 
fied Northerners met at Buffalo, and de- 
claring itself for "free soil, free The Free 
speech, free labor, and free Soil Party, 
men," put a third presidential ^^^^ 
candidate into the field. The Liberty 
party joined forces with this new Free Soil 
party, and nearly three hundred thousand 
votes were cast for its candidate. The 
Whigs, however, elected their candidate, 

General Taylor. The victory was won by the enthusiasm of the 
people for " Old Rough and Ready," the hero of the Mexican 
War. Taylor was the first of our Presidents to enter upon office 
with no political experience. He was a slaveholder, but not an 
advocate of slavery extension simply to strengthen the power of 
the South. His term was short, — he died little more than a 

357 




Zach.iry ^aylor 
I'resideut. 18*9-1850. Tlio 
second Pi'esident to dip in 
office. 



35S AMERICAN HISTORY FOR GRAMMAR SCHOOLS 




year after taking office, — but he had already proved himself to 
be moved by a true love for his country. 

At Taylor's death, Vice President Fillmore became President. 
Troubled days were before the nation. Congress had to face im- 
Goid found mediately the question of slavery 
in California, or free soil in the Mexican Ces- 
'^ sion. California, by a strange 

chance, was already eligible for statehood. 
Scarcely had the treaty with Mexico been 
signed when it was found that California was 
to be a source of undreamed-of wealth. Gold 
was discovered there, and it seemed as though 
th(> old dreams of the Spanish conquerors 
might ])e realized at last. 

Everywhere throughout the Union great 
numbers of men threw aside their humdrum 
occupations to join in the search for gold. 
1818 ; became President Loug proccssious of emigrant wagous wound 
on Taylor's death ; served ^j^eir slow Way over the prairies. Many ad- 

the remainder of the term i i i i /-^ 

— 1850-1S53. venturers took the long voyage around Cape 

Horn, or crossed the Isthmus of Panama. 
Within a year San Francisco had become a city, and the coun- 
try was dotted with mining camps. Before the end of 1849, 
The Compfo- California had applied for 
mise of 1850 admission as a state, and 
once more the old question of Northern 
and Southern equality in the Senate came 
up for settlement. There were now thirty 
states, fifteen slave and fifteen free. Cali- 
fornia asked for admission as a free state, 
and the South had no slave state to 
balance it, nor the prospect of any for 
many years. Seeing before them the 
downfall of the power for which they had 



Millard Fillmore 
Elected Vice President in 



;fe% y 



bbk^^ 



Miners washing or "panning" 
Gravel in Search for Cold 



SLANKRV BECOMES THE FOREMOST QUESTION 359 



struggled so long, Southern congressmen en tr ted uixm a desperate; 
attempt to keep California out of the Union, and to secure (he 
rest of the Mexican Cession for slavery. 

Other questions bearing upon slavery were also l)efore the 
country. Slavery in the District of Columbia, especially (he 
slave market in Washington, 
was a constant source of irrita- 
tion to the North; while the 
South demanded a stronger 
Fugitive Slave Law, to stoj) 
the yearly loss of runaway 
slaves. 

For nearly a y(»ar a great 
struggle went on. Early in 
the session of Congress Clay 
brought forward the last of his 
great compromises. 

This "Compromise of 1850," 
()!• the "Omnibus Bill," as it 
was often called, i)r<)vided : 

1. The admission of California as a free state. 

2. The organization of the territories of Utah and New Mexico, 
without mention of slavery. 

3. The abolition of the slave trade, though not of slavery, in 
the District of Columbia. 

4. The payment of ten million dollars to Texas for territory 
ceded to the Federal government. 

5. A new and more stringent Fugitive Slave Law, making it 
the duty of citizens to aid in capturing runawaj^s. 

The debate in the Senate over this compromise has been called 
"the battle of the giants." Many speeches were made, and 
much excitement prevailed. Clay, of course, spoke for the l)ill, 
wb.ile Calhoun, in tlie last speech of his life, opposed it, and 
presented the grievances of the South. Webster's opinion was 




Costumes of 1850 



3()0 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 

eagerly awaited, until, in his famous "Seventh of March " speech, 
he placed himself on the side of Clay and the Compromise. Sew- 
ard of New York, representing the antislavery Whigs, took the 
other side, especially against the Fugitive Slave Law, which was 
strongly opposed by the North. In the end the Compromise was 
carried, and Clay hoped that, as in 1820, he had succeeded in 
making peace for another thirty years. 

His hopes, however, were doomed to certain disappointment, 
A year or two of quiet followed the passage of the Compromise, 
it is true, and in the campaign preceding the election of 1852 




Uy Rnulv. 



Calhoun, Webster, and Clay 



both AMiigs and Democrats professed to believe the slavery ques- 
tion settled. But the Fugitive Slave Law was very irritating to 
the North; and the South still regarded the North with constant 
suspicion. 

Attempts to enforce the slave law, and to return slaves who 
had escaped to Northern cities, brought the evils of slavery 
before the eyes of Northern people as nothing else could have 
done. In many Northern states " Personal Liberty Bills " were 



SLAVERY BECOMES THE FOREMOST QUESTION 'M51 



passed, granting trial by jury to runaway slaves, and otlier- 
wise protecting them from the severity of the Fugitive Slave Law. 
Northern abolitionists helped thousands of slaves to escape. In- 
deed, thcTc (^xisted secr(>t "stations'' where runaways wen; re- 
ceived and from which they were passed on until they reached 
safety in Canada. This systematic and unlawful assistance to 
runaways was known as " Th(> Underground Kailroad." 

Public sentiment in the North was deeply affected, too, by the 
publication of books on slavery, especinlly by one published in I S5'2. 
This book pictured life 
among slaves and slave- 
holders at its worst, and 
made many enemies for 
the institution of slavery. 
Rufus Choate said of it 
that it would make two 
millions of abolitionists, 
and there is little doul)t 
that its effect was as 
great as he estimated it. 

In the election (^f 
1852 the victory of the 
Democratic candidate, 
Franklin Pierce, seems 

overw^helming when we read that the Democrats carried twenty- 
seven of the states, and the Whig but four. The The election 
contest was closer than it seems, however, since the of 1852 
majority for Pierce in many states was very small. There was, 
too, a feeling against agitation of the slavery question which 
helped the Democrats, since many people believed that less 
agitation was likely if the Democrats were in power. 

A new party made its appearance in this campaign. It was a 
secret organization calling itself the American Party, made up of 
those who believed the greatly increasing immigration of the time 




Slave Quarters on a Southern Plantation 



362 amp:rican history for grammar schools 



to be a menace to the country. Its object was to prevent foreign- 
ers from voting and esjjecially from holding of!ic(\ Its influence 
was directed particularly against Roman Catholics. Its members 

when asked about its principles 
always replied " I don't know," 
hence the party came to ])e 
called the " Know-nothing " 
party. 

Agitation however, could no 
longer be avoided. The South 
saw, or professed to see, ahead 
of her nothing but political and 
industrial ruin, unless Northern 
interference with slavery could 
be checked. But one way of 
checking it seemed possible. 
Slave territory must be in- 
creased, and the ecjuality of 
power in the Senate be restored. 
With this end in view the 
Kansas-Nebraska bill was pro- 
posed in 1854. Kansas and 
Nebraska were to be organized 
as territories, and the bill pro\'ided that they might later enter 
The Kansas- ^'^^ X^uiiju as slavc states or free states, according to 
Nebraska bill, the Avish of their people. This act was directly con- 
^^54 trary to the Missouri Compromise, since both Kansas 

and Nebraska lay within the limits of the Louisiana Purchase and 
were north of 30° 30'. The bill brought another great debate 
in the Senate. Webster, Clay, and Calhoun, the great leaders 
in the earlier struggles, were no longer there. Each in his old 
age had gone down to death in sorrow and disappointment. But 
new leaders, men of a later generation, had arisen. Seward, who 
had upheld the antislavery side in 1850, Charles Sumner of 




Franklin Pierce 
President, lSo3-1857 



SLAVERY BECOMES THE FOREMOST QUKSTlON IMV.] 

Massachusetts, and Salmon P. Chase of Ohio, ably defended the 
Northern position, while Stephen Douglas, a Northerner, spoke 
for the other side. "Popular sovereignty" was the; watchword 
of Douglas and his fellow-Detnocrats; that is, that hereafter the 
people of each territory should decide the slavery question foi 
themselves. 

The Kansas-N(^l)raska \n\l was passed, and its results were im- 
mediate and far-reaching. Northerners felt that the whole West 
was opened anew to slavei y. They felt also that the j^^ formation 
slaveholders of the South had not acted fairly in of the Republi- 
thus voting to disregard the Missouri (Compromise, <^^" party, 
and there was indignation and excitement at the ^ ^ 
North. Northern Whigs and Northern Democrats joined in de- 
nouncing the Kansas-Nel)raska law; feeling that their parties 
could not be depended upon to take a strong and definite position 
in regard to slavery, they proceeded to organize a new party, 
which should unit(> all the opponents of slavery extension. This 
new party toolc tlu^ name Republican, and at the election of 185() 
it had already gain(Hl strength enough to carry eleven states. 

After the passage of th(^ Kansas-Nebraska bill, it became at 
once evident that the victory in Kansas would go to the side 
which could send the larger number of settlers into "Bleeding 
the territory. Bands calling themselves "Sons of the Kansas" 
South" crossed over from Missouri, while many people were sent 
out from the North to win Kansas for freedom. The two factions 
had many encounters, and blood was manj- times shed on both 
sides. For two years the territory was in constant turmoil. 
Hundreds of i)eople lost their lives, and many more their property. 
"Popular sovereignty" was seen to be far less easy of attainment 
than its advocates had seemed to believe. "Bleeding Kan- 
sas" became a political war cry in the North. In 1856 Charles 
Sumner made a speech in the Senate on "the crime against 
Kansas," in which he made a strong attack on slavery and slave- 
holders. This speech aroused great excitement in both North 



364 AMERICAN HISTORY J^OR GRAMMAR SCHOOLS 

and South, which was deepened when, a few days later, Preston 
Brooks, a representative from South Carolina, attempted to take 
revenge for Sumner's denunciations. Brooks attacked Sumner 
in the Senate chamber, beating him over the head with a cane, 
and injuring him severely. Another step had been taken toward 
making the feeling between North and South too strong for peace- 
able settlement. 

THINGS TO REMEMBER 

1. Ill the election of 1848, a new party appeared. It \va.s made iij) of 
Northei-n men who were dissatisfied with the action of the Whigs and Demo- 
crats in regard to the slavery question. It was called the " Free Soil party," 
and the older Liberty party was soon absorlx-d by it. 

2. Gold was discovered in California in ]S4<S. Ther(> was a I'ush of men 
there in search of fortunes, and before th(^ end of 1S49 California had applied 
for admission as a state. 

3. The proposed admission of California brought up the question of the 
equality of slave and free states in the Senate. Other 'slavery questions 
before the country concerned slaveholding in the District of Columbia and 
the Fugitive SlaA'e Law. 

4. The Compromise of 1850 attempted to settle these questions. Henry 
(^^lay was the author of this bill. It did not, however, as he hoped, calm the 
growing excitement over slave questions. 

5. Many things combined to increase the bitterness between North and 
South. The Fugitive Slave Law irritated the abolitionists; Mrs. Stowe's 
book, "Uncle Tom's Cabin," made abolitionists of many of its readers; 
slaveholders were indignant because the Fugitive Slave Law was not obeyed 
in the North, and because Mrs. Stowe and other Northern writers showed 
slavery in so bad a light. 

6. In 1854 the Southern members of Congress made one more effort to 
restore th(! eciuality in the Senate. This was by means of the Kansas- 
Nebraska Bill, which provided that, although both these territories were 
north of the Missouri Compromise line, the.y should when they were ready 
to become states be slave or free as their people should wish. 

7. The Kansas-Nebraska bill made the Missouri (Compromise of no effect. 
It increased sectional feeling, and brought about the organization of a 
"sectional party," which united all opponents of slavery extension. 

8. The settlement of Kansas was a bloody struggle between proslavery 
and antislavory men, each determined to win the state for their side. 



SLAVERY BECOMES THE FOREMOST QUESTION 365 



THINGS TO READ 

1. " The Boy Settlers," Brooks. (A Story of Kansas.) 

2. " The Boy Emigrants," Brooks. (A Story of California.) 
:i. " California the Golden," Hunt, pp. 133-281. 

4. " The Making of the Great We.st," Drake, pp. 271-307. 

5. " The Expansion of the .\nieriean People," Sparks, pp. 3;}r)-3(i5. 

0. " Romance of the Civil War," Hart, pp. 1-09. 

THINGS TO DO 

1. Show on an outline map the location of California, Kansas, and Ne- 
braska, and the Missouri Compromise line. 

2 Make a list of slave and free states in 1854. 

3. Questions for discu.ssioa: 

What reasons had the South to complain in regard to the Fugi- 
tive Slave Law ? Were people in the North justified in their action 
toward this law ? What was the " Underground Railroad" ? Was 
it right for Northern people to help slaves to escape? Compare 
the Personal Liberty Bills with the Nullification Ordinance of 1832. 

4. (Questions for brief oral or written answers: — 

(1) What new party appeared in the election of 1848? On what 
principle was it founded ? (2) Why has Henry Clay been called 
the "great peacemaker"? (3) What is meant by "popular 
sovereignty"? (4) What great leaders spoke in the Senate on 
the Compromise of 1850? Whicii were for it, and which against 
it? (5) Which party u.sed the cry "Bleeding Kansas"? 

FOR YOUR NOTEBOOK 

HENHV CL.W, THE GREAT PEACE.MAKKR 

(Porti-ait) 

Write in a few sentences something of his early life; when he first came 
to Congress; to which party h<; belonged; his connection with the War of 
1812; his efforts for the development of the West; the compromises which 
we associate with his name. Speak of his prominence; in his party, and of 
the number of times he was nominated without success for President. 

"I implore, as the best blessing which heaven can bestow on me on earth, 
that if the .sad and direful event of the dissolution of the Union shall happen. 
I may not survive to behold the .sad and heartrending spectacle." 

— ■ Hknry Clay. 



XV 

ANTISLAVERY POWER 

The election of 1856 came at a time when the feehng in both 
North and South was strong and bitter. The chief candidates 
The election were James Buchanan of Pennsylvania, Democratic, 
of 1856 - g^j^(j John C. Fremont of California, Rej^ublican. Fre- 
mont was not the ablest man of his party. In fact he had had 
little or no political experience and possessed few qualities to 





lap jr. 115" iiu" All'^' WO'Ol ^' 30' ^8i? \Jii' 

, 1 .>._ ^ ,/ V - r^"^,^!, ^ \ 



ILLIAM& ENCiRAVINO CU., N.T, 



The Election of 1856 



iiiake him a fitting candidate. The party was afraid, however, 
to nominate either Seward or Chase, its real leaders, or Judge 
McLean of the Supreme Court, who w^as proposed, lest some 
votes should be lost from this or that faction of the party. For 

366 



ANTISLAVERY POWER 367 

the Republican party, as we know, wa^ made up of people of 
many differing shades of opinion, whose opposition to the exten- 
sion of slavery alone bound them together. Fremont was chosen 
largely because he was a new man, and thus had no political 
past which would displease any one. 

Much the same spirit governed the Democratic nomination. 
If the party had been made up wholly of Southerners, either 
President Pierce or Senator Douglas, both of whom were very 
popular in the South, might have been chosen. But Northern 
Democrats were not ready to indorse the extreme slavery views 
of the South, and it was feared by the party leaders that Northern 
votes might be lost if a strong proslavery man were nominated. 
So Buchanan obtained the nomination largely because he was a 
Northern man, and because he had been absent in Europe during 
the time of most of the recent slavery legislation, and so was not 
knowTi to hold the strong proslavery sentiments which he after- 
ward showed. The Democratic platform, however, was formed 
to appeal to the slaveholding Southerners, and as the canvass 
progressed it soon became evident that Buchanan would prove 
quite as acceptable to Southern Democrats as to those of the 
North. One Southern senator wrote to a friend that Buchanan 
was showing himself "as worthy of Southern confidence and 
Southern votes as ever Calhoun was." 

The campaign brought out many able arguments for both 
sides. The strongest argument against the Republicans, and one 
which lost them many votes, was that they had formed a sec- 
tional party. Southerners protested that the election of Fremont 
would mean the government of the South by a hostile North, 
and declared that the South would never submit. 

Buchanan was elected. He carried every state south of the 
Potomac, as well as Illinois, Pennsylvania, and New Jersey. It 
was not, however, an easy victory. The Republicans had carried 
eleven states in the North, and it was plainly seen that the new 
party was a force with which to be reckoned. 



368 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 



The new President had scarcely taken his seat when a new 
agitation of the slavery question came- up. For the first time the 
The Dred Supreme Court had occasion to consider a question 
Scott deci- bearing upon slavery in the territories, and the deci- 
sion, I 57 g^^j^ 1^ gave out became of great importance. The 
case itself, concerning the slavery or possible freedom of a negro, 
Dred Scott, and his family, we need not attempt to follow closely. 
Our interest in it lies chiefly in the fact 
that the court took this occasion to issue 
its opinion that any act of Congress pro- 
hibiting slavery in any territory was not 
warranted by the Constitution, and was 
therefore void. This opinion, of course, 
if accepted without question, as Supreme 
Court decisions were supposed to be ac- 
cepted, made it impossil)le in the future 
for Congress to make any laws regarding 
slavery in the territories. It thus opened 
all United States territory to slavery, and 
it seemed to strike a death blow to the 
Repul)lican party, whose foundation was 
laid on the principle that it was not only 
the right but the duty of Congress to stop the spread of slavery. 

There were at this time all shades of antislavery sentiment at 
the North. Besides abolitionists, who would stamp out slavery 
everywhere, and Republicans, who were banding together to stop 
its further spread, there were many who, while beUeving slavery 
to be wrong, considered a ''sectional party" dangerous to the 
Union, and hoped that the bitterness of feeling would wear itself 
out and the matter come to a natural and friendly settlement. 
The Dred Scott decision, however, added many of these to the 
Republican ranks, for it became evident that only firm and united 
resistance on the part of Northern men could prevent slavery from 
becoming lawful everywhere m the United States. 




James Buchanan 
Presiileut, 18.57-18(11. 



ANTISLAVERY POWER 3(30 

It was at this imu) that Abraham Liucohi, the Rcpuhhcau 
can(U(hito for senator from IlHnois, made his now famous speech 
ill which he said: "A house divided against itself cannot stand. 
1 behevc this government cannot endure permanently half slave 
and half free. I do not expect the Union to be dissolved; I do 
not expect the house to fall; but I do expect that it will cease to 
he divided. It will become all one thing, or all the other." 

This speech was widely discussed. Douglas, who was the 
candidate in opposition to Lincoln, at once replied to him; and 
a series of joint del)ates was later arranged between J^^^ Lincoin- 
them. These debates attracted the attention of the Douglas de- 
whole country. Douglas was a national figure in ^^^^^' ^^^s 
pontics, the leader of the Northern Democrats, and recognized 
as a master in debate. Lincoln was little known outside of Illi- 
n(jis; but Republicans everywhere began to be astonished at the 
ability he showed. Nowhere was his skill better shown than in 
the way he forced Douglas to discuss popular sovereignty and the 
Dred Scott decision. Douglas made valiant efforts to reconcile 
the two, for his popularity in the North depended on one, and in 
Ihe South on the other. But try as he would, he could not make 
the two things go tog(>ther. l^incoln did not advocate any inter- 
ferenc(! with slavery in states where it was already legal. It was 
the spread of slavehokUng he attacked. "If we could arrest the 
spread," he said on one occasion, "and place it where Washington 
and Jefferson and Madison placed it, it would be in the course 
of ultimate extinction." And again, "Either the opponents of 
slavery will arrest the further spread of it, and place it where 
the public mind shall rest in the belief that it is in the course 
of ultimatf^ extinction; or its advocates will push it forward till 
it shall become alike lawful in all the states, old as well as new 
— North as well as South." 

Douglas was elected senator from Illinois. But the camjiaign 
had done for Lincoln and for the Republican party much that 
failure in the election could not offset. It had brought Lincoln 
2b 



370 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 



to a proinineiit place among Republicans, and lie had given (o tli(> 
party clear and definite statements of its position and purpose. 
And now occurred one of the strangest and most disquieting 
events of this exciting time. This was nothing less than an at- 
john Brown's tempt by a mere handful of men to put an end to 
raid, 1859 slavery by force. John Brown, who had been in the 
midst of the bloodiest Kansas troubles, was the deviser and leader 
of the wild scheme, which planned to liberate the slaves thus : — 




Gor^e at Harper's Ferry 

A stronghold in the mountains of Virginia was to be secured. 
From this BrowTi and his men were to sally forth on raids, free- 
ing and arming the slaves, and leading them back to the mountain 
retreat. There, joined by the multitude of slaves who would 
hasten to place themselves under his protection, and reenforced 
by friends and converts from the North, Brown believed he would 



ANTISLAVEKY POWER 



371 



become strong euougli to defy capture, and would make his name 
a terror to the slaveholders. He believed that he could make an 
end of slavery within two years. 

In 1859, after Northern abolitionists had reluctantly agreed 
to give him financial backing. Brown with nineteen followers 
made the attempt to realize his dream. He entered Harper's 
Ferry, in Mrginia, taking possession of the United States arsenal 




Election of I860 
Compare with election of 1856: 



and liberating a few slaves. But his triumph was short lived: 
for, as miglrt have l)een expected, his band was speedily sur- 
rounded, attacked, and all but four of his men met death or 
capture. Brown was tried and executed by the Virginia authoi-- 
ities. But the excitement roused by his deed was slow in subsiding. 
Southerners believed it to be only a part of a widespread con- 
spiracy, and laid one more charge at the door of the North. INIany 
Northerners saw the folly and injustice of Brown's plan and con- 
demned his act. Others looked upon him as a hero and a mail yr. 



372 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 



As the presidential election of 1860 approached, it began to be 
seen that the struggle would be more than usually bitter. The 
The election slaveholders were becoming desperate as the increas- 
of i860 ing sentiment against them seemed likely to break 

their long-continued power. In 1857 the slave owners had con- 
trolled the South, the South had controlled the Democratic party, 
and the Den^ocratic party had controlled the Union. Now, how- 
ever, conditions had already changed. The long struggle to make 
Kansas a slave state seemed likely to end in failure; two free 

states, Minnesota and Oregon, 
had been admitted, hopelessly 
destroying the equality in the 
Senate; the population of the 
North had passed far beyond 
that of the South, as had its 
wealth. The two sections were 
working and living along entirely 
different lines. In the North, 
manufacturing and mechanical 
pursuits gave employment to hundreds of thousands. In the South, 
agriculture alone was fit employment for slaves, and of free labor 
there was practically none. Therefore by agriculture alone the 
South lived. Slavery had come to seem to the Soutliern people 
an absolute necessity to their prosperity, and the ]K)sition of the 
antislavery men that slaveholding was a moral wrong filled them 
with anger and resentment. The Southern fight for the right to 
extend slavery was in reality only a fight to keep slavery from 
being killed out everywhere. Believing that the North would use 
its rapidly growing power in the national government to crush 
slavery even in the slave states, the slaveholders rallied for a last 
desperate fight at the polls. 

Northern Democrats, however, were beginning to draw back 
from the South's extreme demands. They were willing to pro- 
tect slavery in the South, and to leave the question of slavery in 




Growth of Settled Area. 1860 



ANTISLAVERY POWER 373 

the territories to the will of their inhabitants; but they hesitated 
to indorse tlie Dred Scott decision, and finally the Democratic 
party broke into two factions, each of which placed a candidate 
in the field. The Republicans, feeling as in 1856 that Seward, 
the real leader of the party, was too radical in his views to please 
many, united upon Lincoln, who had won reputation and con- 
fidence by his spe(H"hes in Illinois on slavery. 

liincoln was elected, and his election marks the beginning of 
a long ])eriod of Republican power. It also marks the point at 
which the long-strained bonds of friendship and sympathy be- 
twecni North and South ])roke. It marks the real ])eginning of 
civil war. 

THINCS TO REMEMBER 

1. In the election of 1850 (he Republican party, ulthouyh failing to 
elect its candidate, .showed considerable strength. Nearly one third of the 
members of the Senate were Republican, while in the House they had 
ninety-two membeis to one hundred and thirty-one Democrats. 

2. The new President, Buchanan, though a Northern man, was more in 
sympathy with the South than with his own section. 

3. The Dred Scott decision struck a great blow at the principles of the 
Republican party, since it affirmed that Congress had no right to interfere 
tt'ith slaveholding in any territory. 

4. Northern people feared that the next step would be to declare slavery 
lawful everywhere, even in free states. Many Northern voters joined the 
Republican party. 

5. As the election of 1860 approached, even the Democrats of the North 
hesitated to follow their party in its proslavery ideas, and the Democratic; 
party broke into two factions. This gave the Republicans their opportunity, 
and the election showed a strong majority for Lincoln, the Republican 
candidate. 

THINGS TO READ 

1. " Our Presidents and How We Make Them," McClure, pp. 154-182. 

2. " Stephen A. Douglas," Brown. (Riverside Biographical Series.) 
8. " Abraham Lincoln," Hapgood, pp. 1-170. 

4. " Abraham Lincoln for Boys and Girls," Moores, pp. 1-84. 

5. ".Four Great Americans," Baldwin, pp. 187-240. 



374 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 

f). From one of Douglas's speeches in the debates with Lincoln, 1858: — 

"Now I hold that Illinois had a right to abolish and prohibit slavery as 
she did, and I hold that Kentucky has the same right to continue and pro- 
tect slavery that Illinois had to abolish it, . . . and that each and every 
state of this Union is a sovereign power, with the right to do as it pleases 
upon the question of slavery, and upon all its domestic institutions. 

" Now, my friends, if we will only act conscientiously and rigidly upon 
this great principle of popular sovereignty, which guarantees to each state 
and territory the right to do as it pleases on all things local and domestic, 
instead of Congress interfering, we will continue at peace with one another. 
Why should Illinois be at war with Missouri, or Kentucky with Ohio, or 
Virginia with New York, merely because their institutions differ? . . - 
This doctrine of Mr. Lincoln of uniformity among the institutions of the 
different states is a new doctrine, never dreamed of by Washington, Madi- 
son, or the framers of this government. ... I believe that this new doc- 
trine preached by Mr. Lincoln and his party will dissolve the Union if it 
succeeds." 

7. " Romance of the Civil War," Hart, pp. 71-7G. 

S. " A Short History of the United States," Bassott, pj). ^9:^ -.")(!'.». 

THINGS TO DO 

L Find the meaning of arrest, ultimate, extinct ion, radical. 

2. Discuss in class : — 

(1) How did the Dred Scott decision "open all United States terri- 
tory to slavery"? 

(2) Compare Douglas and Lincoln at the time of their famous de- 
bates. 

(3) What causes brought Lincoln the presidential nomination? 
What probably caused his election ? 

3. Copy and study the election map on page 369. Can you account for 
the fact that Douglas carried only one state ? 

4. With what political doctrine do you associate each of the following 
men : Calhoun, Webster, Clay, Douglas, Lincoln ? 

5. Review topics I to VI in the Outline on page 2GS. Make sub-topics 
from memory under each one. Make a list of ten great events between 1800 
and 1860. 



ANTISLAVERY POWER 



375 



FOR YOUR NOTEBOOK 
1. Comparison of the North and South in 1860. 





Northern States (eighteen) 


Southern States (fifteen) 


Population 






Representa- 
tion in Con- 






gress 






Industries 






Labor 






Products 






Inventions 






Dependence 

on other 






sections or 
nations 







2. Study of 


political parties, 


1856-1860. 








Democratic 


Republican 


Constitutional Union 




Beginning 










Principles 










Leaders 










In power 










Divided into 










because of 











37(3 A.MERICAN HISTORY FOR GRAMMAR SCHOOLS 

OUTLINE 
VI. Sliivery threatens the Union, 1S41-1S{)0. 

(Presidents: Harrison and Tyler, 18-41-1845; Polk, 1845-1849; Taylor and Fillmore, 
1849-1S53; Pierce, 1853-1857; Buchanan, 1857-1861.) 

A. Histoiy of slavery in America before 184 L 

1. Important dates in history of .slavery : 1619; 1787; 1793; 1808; 
1820. 

2. States composing the L^nion in 1841 classified as slave or 
free. 

3. Growth of sectional bitterness. 

a. Differences in climate, soil, occupations, and ways of 
living in the Xorth and the South. 

b. Differences in regard to the tariff reviewed. 

c. Threats of nullification and sece.^.sion in both North and 
South. 

d. The abolition movement. 

e. John Quincy Adams in Congres.s as defender of the "right 
of petition." 

/. The Libertj' party: its candidate received 7000 votes in 
1840, 62,000 votes in 1844. 

B. The Texas question. 

Texas revolted from Mexico; declared independence; annexa- 
tion; boundary dispute witlw Mexico; American soldiens on 
disputed ground; fired upon by Mexicans; war declared 
by United States. 

C. The Mexican War, 1846-1848. 

1. Taj-lor's victories : 

o. In the disputed territory : Palo Alto, Resaca de la Palma. 
b. In Mexico : Monterey", Buena Vista. 

2. Scott's attack on the Mexican capital. 

3. The Wilmot Proviso (not passed). 

4. The treatj^ of peace, 

D. Slavery legislation and its results. 

1. The Compromise of 1850. 

California: free or slave; great debates in Congress; pro- 
visions of the law. 

2. The Fugitive Slave law evaded or resisted in the North ; the 
Underground Railroad ; personal liberty bills; "Uncle Tom's 
Cabin " : its influence. 



ANTISLAVERY POWER 377 

3. The Kansas-Nebia.ska bill, 1854. 

Popular sovereignty: advocated by Douglas; provisions of 
the Kansas-Nebi-aska bill; proslavery and antislavery set- 
tlers in Kansas; ''Bleeding Kansas." 

4. Readjustment of political parties following the Conflict in 
Kansas. 

a. Whig party broken up. 
Southern AVhigs joined Democrats. 

Northern Whigs, Free Soilers, antislavery Demociats, make 
up a new party — the Republican. 

b. The election of Buchanan. 

5. The Dred Scott decision, 1857 — 

a. Opened all territories to slavery. 

b. Destroyed the doctrine of popular sovereignty. 

c. Led Northerners to fear that barriers to slavery would be 
broken down even in free states. 

6. The Lincoln-Douglas debates, 1858. 

"A house divided against itself cannot stand." 

7. Balance of power in the Senate destroyed. 

8. John Brown's raid, 1859. 

9. The campaign of 1860. 

a. Democratic party divided : placed two candidates in the 
field. 

b. This gave th(> Republicans an advantage which n^sulted 
in victory. 



SECESSION AND WAR BETWEEN THE STATES 

XVI 

SECESSION 

Abraham Lincoln was in many respects the most remarkable 
man who has occupied the presidential chair. Much has been 
written about him, and we must surely take time to read the 
story of his progress "from log cabin to White House." Here 
was a "man of the people" beside whom Jefferson or even Jack- 
son seems an aristocrat. Born into a shiftless, poor white family, 
his early home the barest of log cabins, having almost no school- 
ing, awkward and uncouth in manner, — yet President, by the 
will of the people of the United States. It sounds like a fairy 
tale. But we shall see as we read of him that his rough exterior 
covered a soul that was noble, a mind capable of solving grave 
problems, and a spirit that had great power over men. The man 
had risen out of and beyond his environment by this power, and 
he entered upon his duties, at this time of grave danger to his 
country, filled with a wise, far-seeing patriotism, which meant 
strength and justice and sympathy for all the people of the nation, 
— North and South. 

The South, however, looked upon his election as the direst of 
calamities. Southerners held Lincoln to be the slaveholder's 
The attitude greatest enemy. This was true, in the sense that 
of the South Lincoln's face was steadfastly set toward allowing 
towar Lmcoin gjg^ygj.y ^q further chance to grow, lest the day should 
come when slavery would be universal and the "free state" be 
no more. With slavery in the slave states Lincoln had no inten- 
tion of interfering. The South, as in 1^856, protested that the 

378 



SECESSION 379 

success of the Republicans would mean the subordination of the 
South to a North bent on destroying it, and secession was openly 
threatened before the election. Most Northerners, however, paid 




Photograph by Brady. 

Abraham Lincoln 



little attention to these threats, believing that, when once the 
excitement of the campaign had passed, a love like their own 
for the Union would reassert itself in the South. They did not 



380 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 




Secession of 
seven states, 
December, 
i860 Feb- 
ruary, 1 86 1 



Lincoln's Birtliplace 



realize that the Southerner's patriotism was mainly for his state 
and not for the nation; nor that Southerners had never, since the 
days of Jackson, given up their behef that a state might nullify 

obnoxious laws or with- 
draw from the Union if 
it chose. 

When the election was 
over, and Lincoln's suc- 
c(>ss was an- 
n o u n c e d, 
the whole 
South be- 
came frantic 
with anger against the 
North. Less than a month had passed when South Carolina 
passed an ordinance of secession, and within six weeks Oeorgiu, 
Alabama, Florida, Mississippi, Louisiana, and Texas had followed 
her example. All this, of course, took place before Buchanan's term 
came to an end, but Buchanan was not the man to take vigorous 
steps to preserve the Union. His sympathies had long been with 
the South. Now indeed he expressed a belief that states had no 
right to secede, but when they did secede he feared to do any- 
thing about it. The seceded states formed a government. This 
government proceeded to seize United States forts, arsenals, and 
custom houses within its territory. Yet Buchanan hesitated to 
defend Federal property, arguing that the Constitution gave no 
right to ''coerce a state." 

During the last two months of Buchanan's administration the 
whole country was absorbed in the coming struggle. Com- 
promises were proposed in Congress, and a peace convention as- 
sembled at Washington, but both failed to accomplish anything. 
Many people in the North were ready to give up much to pre- 
vent war, but Lincoln was strongly opposed to giving any terri- 
tory to the spread of slavery, and his opinion was successful in 



SECESSION 



381 



The Confed- 
erate States of 
America 
organized Feb- 
ruary 8, 1861 ; 
Jefferson Davis 
made President 




(IIAKLESTO,^ 



MERCURY 



EXTRA: 



V/orA. t*. .W,. tifc*mb*r 



guiding his party. The North was far from united, and lacked 
entirely that patriotic devotion to its section which characterized 
the South. 

We cannot better realize the feverish activity of the Southern 
leaders tluring the three months following the election of Lincoln 
than by following biiefiy the 
events they brougiit to i)ass. 

On December 20, Soutii 
Carolina passetl a Secession 
Ordinance; l)e- 
tween that dale 
and February 1, 
at intervals of 
only 11 few d;i\s, 
seven states fell 
into line, and on 
February 8 the Confederacy 
was organized and a Con- 
stitution adopted. The next 
day Jefferson Davis, doubtless 
the ablest of Southern states- 
men, was elected President of 
this Confederacy, and his in- 
auguration preceded Lincoln's 
by several weeks. By this 
time the only Southern forts 
of any importance left in pos- 
session of the United States 

were Fort Sumter, in the _ 

harbor of Charleston, South 

Carolina, and Fort Pickens on the Florida coast. On February L5 
the Confederate Congress declared that "innnediate steps should 
be taken to oljtain possession" of these two forts. 

The new Congress also went systematically to work to provide 



UNION 

IS 

BissmviK! 



382 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 




ail army and a navy, to raise 
money, to open negotiations 
with foreign governments. On 
the day of Lincoln's inaugura- 
tion a newly adopted Confeder- 
ate flag was raised over the 
Confederacy's capitol at Mont- 
gomery, Alabama. And all the 
while the question of both 
North and South, " What will 
the United States government 
do about it?" remained un- 
answered. There was no inter- 
ference from Buchanan, beyond 

Jefferson Davis ,, ,. « , , 

the sendmg oi a merchant 
steamer, tlie Star of iJic West, to Fort Stimter with supplies. 
Even this amounted to nothing, for the Star of the West, being 
fired upon by South Carolina guns, turned back. It remained 
for Lincoln to decide what 
should be done, and his deci- 
sion may be guessed from 
these words in his inaugural 
address, "The power confided 
to me will be used to hold, 
occupy, and possess the prop- 
erty and places belonging to 
the government." Toward 
Charleston har- 
The fall of i^Q ^Yven, all eyes 

Fort Sumter, ' , i 

April 14, 1861, were turned, each 
the first blow of side Waiting for 
the other to strike 
the blow which should mean 
war. Major Anderson, in 




Charleston Harbor 



SECESSION 383 

command at Fort Sumter, had provisions for only a few weeks, 
and early in April Lincoln sent word to the governor of South 
CaroHna 'that supplies would be sent to the fort. Confederate 
soldiers were waitini; in Charleston for this moment, and decided 




Bombardment of Fort Sumter 

to take the fort at once, before the supplies could arrive. On 
the 12th of April the first gun was fired, and on the 14th Major 
Anderson was obliged to give up the fort. The first blow of a 
great war was struck. 

THINGS TO REMEMBER 

1. Lizacoln's election was almost immediately followed by the secession 
of South Carolina, and soon by that of six other states. These seven states 
formed a government, which they called the Confederate States of America. 

2. The new Confederacy took possession of United Statps arsenals, forts, 
and ciistom houses within its borders. 

3. Buchanan, anxious to avoid war until he should go out of office, took 
no action to recover government property in Confederate hands, or e\'en 



384 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 

to prevent tlieir taking the few forts which were still held liy United States 
soldiers. The merchant steamer Star of the West, which he sent with supplies 
to Fort Sumter, was driven back by South Carolina cannon, and he did 
nothing more. 

4. Soon after Lincoln's inauguration, plans were made to reenforce 
Major Anderson at Fort Sumter. The Confederate soldiers in South Caro- 
lina attacked the fort before the reenforcements could arrive, and Anderson 
was obliged to surrender. 

THINGS TO READ 

1. Lincoln's First Inaugural Address. (Possibly only selections.) 

2. "Abraham Lincoln." Moores, pp. 85-99. 

3. On secession — by Southern men : — 

" If we can maintain our personal safety, let us hold on to the present 
government ; if not, we must take care of ourselves at all hazards. . . . 
The current of resistance is running rapidly over the South." 

— Thomas Clingman, North Carolina, in 1 he Senate, Deceml>er 4, 1 <S(>(). 

" We believe that the only security for the institution to which we attach 
so much importance is secession and a Southern Confederacy. We are 
satisfied, notwithstanding the disclaimers upon the part of the Black Re- 
publicans to the contrary, that they intend to use the Federal power, Avhen 
they get possession of it, to put down and extinguish the institution of 
slavery in the Southern states." 

— Alfred Iverson, of Georgia, in the Senate, December 5, 1800. 

"The Union, sir, is dissolved. That is an accomplished fact. . . . 
You may call it secession, or you may call it revolution ; but there ir, a big 
fact standing before you, ready to oppose you — that fact is, freemen 
with arms in their hands." 

— Robert Toombs, of Georgia, in the Senate, January 7, 18G1. 

4. On secession — by Northern men : — 

" I hold that in contemplation of universal law, and of the Constitution, 
the union of these states is perpetual." 

— Abraham Lincoln, Inaugural Address, March 4, 1861. 

5. " A Short History of the United States," Bassett, pp. 511-518. 

6. " Source Book of American History," Hart, pp. 296-302. 

7. " A History of the American People," Wilson, Vol. IV, pp. 186-208.. 



sr:cKssi()N 385 

S. " Abraham Lincoln," Hapgood, pp. 171-2;?(i. 
0. " Southern Soldier Stories," Eggleston, pp. l-(i. 
10. " Ronuniscences of Peace and War," Pryor, pp. 1{)7-H."). 



THINGS TO DO 

1. Mark in oontrasting colons on an outline map of the United States: 
(1) the free state.s ; (2) the seven states which formed the Confederacy on 
February S, ISfil ; (:\) the Imrdcr slave states which at this time had tak(Mi 
neither side. 

2. Stud}- the (>.\tracts on secession given undcn- the Things to Read. 
" Notic(> that all these quotations are taken from speeches made in the 
Senate, after the election had shown the success of the Republicans." 

l-'OK YOUR NOTEBOOK 

1. Abraham Lincoln. 
His early life. 

Write briefly of his parents; his early home; what he liked besi fo do; 
what sort of boy he was; how h(! began to earn his living ; how he became 
a lawyer. 

2. The Confederate States of America. 

Formed by seceded states from the United S(a((>s. (Jrgani>;cd 

on date , with a constitution which guaranteed protection to 

slavery forever. was elected Presidtmt, and Vice President. 

was made the capital of the Conf(!deracy ; here the new flag was raised 

on March 4, 1S6L This flag, often called "The Stars and Bars," was made 
from the following design : — (See page 412.) 



2c 



XVII 

WAR BETWEEN THE STATES 

As we begin our study of the War between the States, we must 
reahze that we cannot follow, we cannot even mention, manj^ of 
the movements and engagements of the two armies. A recent 
history of the time states that there were twenty-two hundred 
combats during the four years of the war, of which one hundred 
and forty-nine were important engagements. We could not un- 
derstand detailed accounts of military movements, how this 
battle was lost or that won. The most we can hope to do is — 
first, to get an idea of the great scale upon which the war was 
conducted and of ' the spirit in which people, North and South, 
fought for their chosen cause; second, to learn something of the 
plans of the Federal government to win back to the Union the 
Conditions in territory which the Confederacy called hers; third, 
North and to see how these plans worked out, and what brought 
South com- ^j-jQ ^yg^j. ^Q ,^^^ Q^f^ 'Pq understand these things, 

we must first of all discover, as far as possible, the 
conditions under which the war was begun — what advantages, if 
any, either side possessed over the other, and whether these condi- 
tions changed as the war progressed. 

The fall of Fort Sumter had one immediate and important effect. 
When the news reached the North that Southern soldiers had 
fired on the nation's flag, all discord and differences of party and 
opinion were at once forgotten. The one strong common sen- 
timent at the North was love for the Union, and as a recent writer 
puts it, the firing on Sumter ''reduced to a single sharp issue — • 
the preservation of the Union and the supremacy of the Consti- 
tution — = all the tangle of disputes for which slavery was re- 

386 



THE CIVIL WAR 



387 



sponsible." We must keep this clearly in mind. It is unduul^tedl}- 
true that slavery caused the Civil War, since it was because of 
slaver\^ that secession came. But the long struggle over slavery 
did not produce a united North ; nor indeed did secession, so long 
as the secessionists stopped with merely the assertion of their with- 
drawal from the Union, but the first shot against the flag awoke 
in the North all the fires of patriotism, and Jackson's old cry, 
"The Union must and shall be preserved !" became the watcliword. 

The day after the fall of Fort Sumter Lincoln issued a call for 
seventy-five thousand volunteer soldiers. Within a month ovov 
sixty thousand more 
soldiers were enlisted, 
together with eighteen 
thousand sailors for 
the navy. Tn July 
('ongress authorized 
the enlistment of half 
a million men and 
voted five hundred 
million dollars to 
carry on the war. 

Much anxiety was 
felt by Lincoln in regard to the l)order slave states, which had 
not as yet joined the Confederac}'. The Fort Sumter affair and 
Lincoln's call for volunteers, however, were cl()S(4y Border 
followed by Virginia's secession, and within a few states, 
weeks Arkansas, North Carolina, and Tenn(>ssee followed her 
example. For some time it was difficult to tell whetlu>r Kentucky, 
Missouri, Delaware, and Maryland were to he consideiHMl as South- 
ern states or as Northern states. Moves in th(^ direction of seces- 
sion were made in these states and they were admitted into the 
Confederate States of America. Lincoln's great wisdom was shown 
in his treatment of these states which were finally reclaimed by the 
Union. In Virginia, too, in the part of the state west of the 




" We are coming. Father Abraham ' 



388 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 

Alleghenies, there was a strong Union sentiment which caused, 
before the war closed, the formation of this section into a new 
state, West Virginia. Virginia's joining the Confederacy was a 
great advantage to the South. Possession of the Shenandoah 
Valley by the Confederates made it possible for them to threaten 
Washington. The i-ivers of \'irginia were strong natural defenses 




Will,.,a.. E.ii;.Co...S.V. 



The Confederacy, May 1, 1861 



against an army moving south vard, and, perhaps greatest of all, the 
three ablest generals of the Southern army were sons of Virginia. 
For months after the first blow was struck both North and 
South echoed with preparations for war. In the North, soldiers 
Preparations were enlisted, equipped, and hurried to Washington, 
for war "The city begins to be a camp," wrote Seward in a 

letter of April 27. In the South the same activity existed, and'' 



WAR BETWEEN THE STATES 



389 



there was unbounded enthusiasm. On both sides there was a 
decided failure to appreciate the sincerity and patriotism of those 
who opposed them. One thing we shall find that the war 




The Lee Mansion, Arlington, Virginia 

Thp homo of Robert E. Lee. A fine specimen of an old-time Virginia liomo. DuriiiK the wiir it 

was seized by the Lhiited States government, and the property was afterward made use (jf as 

a national cemetery. Many thousands' of .soldiers lie buried there. 

.T. K. Hosmer say.s of Lee, "Robert E. Lee . . . reputed to be the ablest officer in the army, 

a man of moderate views on slavery and most reluctant to accept the idea of .secession, refused 

the command of the Union army, threw in his lot with his state, and . . . April 2, looking for the 

last time as [losses.sor upon his fair estate of Arlington, from the majestic portico bidding farewell 

to the Vjeautiful city and the capitol upon its opposite height, he rode forth to what fate had iu 

store for him."' 

accomplished. It gave each side ample reason to respect the 
fighting qualities of the other. 

When the war began neither section had any idea of the great- 
ness of the task before it. Each was inclined to magnify its own 
advantages, and to believe that it could speedily bring the other 
to terms. 



390 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 

The conditions, as we see them now, were these : — 

1 . The Southern people numbered but two fifths of the nation, 
Conditions and of this two fifths nearly half were slaves. This 
when the war gave the North the advantage of numbers. She 
began could put more soldiers in the field. 

2. This advantage to the North was in part offset, however, 
by two things. The South could send, if need be, all her white 
men into the fighting ranks, since the slaves could be used for 
all other work. Then, too, fewer men would be needed for the 
defense of the South than for the aggressive warfare which the 
Northern army must carry on. Familiarity with the country was 
an added help to the Southern armies. 

3. The North, because of the nature and variety of her in- 
dustries, could sustain her armies and her people at home by her 
own products. The South, on the other hand, because her whole 
attention was given to the raising of a few staples, — cotton, rice, 
sugar, tobacco, — was dependent for support on communication 
with tli(> outside world. She must sell her cotton in order to get 
supplies. 

4. The possession of a navy was of great advantage to the 
North. It enabled the government to establish and maintain 
a blockade of Southern ports, which cut off the communication 
so necessary to the South. 

5. ( )ne thing upon which the South confidently relied proved 
to be of little or no help to her. It was the belief of Southern 
Southern belief "^^^"^ ^^^^^ England would not allow the North to 
that England lilockade Southern ports and shut up the supply of 
would break cotton which would soou be sorely needed in English 

luiUs; and so the South looked to England to break 
the blockade. This, however, England did not do. There were 
times when slie seemed to be on the verge of giving her aid to the 
( 'onfedoracy, and Northerners anxiously watched her movements. 
"It is true we do not like slavery, but we want cotton, and we do 
not like your tariff," said one of England's leading public men 



WAR BETWEEN THE STATES 391 

U) a rcpn'scutativc of the Federal goveruuicnr. 'Phc iMij^iish 
hatred for slavery finally triumphed, and the l)l()ckad(> was imt 
interfered with. This was a great disappointment tothcSonlh. 
Tliey eould no longer say or believe, " Cotton is king." 

The greatest reason of all for the final outcome of the war was 
tiie superior sustaining power of the North. The South was 
almost literally starvetl out, but not before the self-sacrifiee and 
devotion of Southern men and women had won the admiration of 
the world. 

THINGS TO REMEMBER 

1. The War is generally considered to have bcKuii with the fall of i'\)rt 
Suinter, April 14, 1861. 

2. The attack on Fort Sumter had the cfTect of unitiuiz; the Noil hern 
people for defense of the Union. 

3. Both North and South hurried forward their pre))aratioii.s for war, 
enlisting and eciuipping soldiers, and gathering supplies. 

4. The four "doubtful states," Delaware, Maryland, Kcntu<-ky, and 
Missouri, were considered by President Lincoln very necessary to the Union 
.side, and Lincoln was very wi.se in his dealings with the p(M)ple of t,\icsr 
states. 

.'>. There were advantages which each side in the war now beginning liad 
over the other. On the whole, however, the greater wealth of the North, 
the number and variety of her industries, and her uninterrupted coinnumi- 
cation with the outside world gave her the stronger side. P'or these reasons 
it has been said that " the outcome of the war was decided iiefore the first 
blow was struck.'' 

G. The Confederate leaders had great hope that England would inter- 
fere to break the blockade which the United Stales government had es- 
tablished. This hope, however, was not realized. 

THINGS TO READ 

1. " Hi.story of the United States," Rhodes. Vol. Ill, pp. ;?.'i7-:i.'")9, 
368-372, 381-383, 397-405. 

2. " American History," Ashley, pp. 386-396. 

3. " Studies in American History," Sheldon, pp. 327-330. 

4. " The Appeal to Arms," Hosmer, pp. 5-13. 

5. " The Appeal to Arms, Hosmer, pp. 3-34. 

6. " Abraham Lincoln," Hapgood, pp. 237-250. 



392 AMERICAN HISTORY FOtl GRAMMAR SCHOOLS 



THIN(iS TO DO 

1. Find th(' iiKianiiiK <if xupretnari/, (Icspcrarhes. 

2. Study carefully the advantages possessed by each side in the Civil 
War. Make a brief statement of these advantages, in parallel columns. 

^. Discuss in class : — 

(1) Why should the "doubtful states" have been doubtful ? 

(2) What special danger to the Union would have followed the se- 
cession of Maryland ? 

FOR YOUR NOTFBOOIv 
1. The Union spirit. 

"There ought to be no New England man, no New Yorker, known on the 
continent: but all of us Americans," 

— Oadsdkn, South Caidliiia, \7t\'>. 

"I can scarcely contemplate a more incalculable evil than the breaking 
of the union into two or more parts." 

— Tho.mas Jeffersoiv/, Virginia, 1788. 

"Our PVderal Union ! It nuist be preserved !" 

— Andrew Jackson, Tennessee, l.S.')2. 

"I ha\e heard something about allegiance to the Scjuth. 1 know no 
S<iii(h, no Noilh, no East, no West, to which I owe any allegiance." 

— Hknry CijAy, Kentucky. 

"Liberty and I'nion, now and forever, one and inseparable." 

— Daniel Webster, Massachusetts, 1830. 

"It is a sad task to discuss questions so fearful as civil war, but sad as 
it is, bloody and disastrous as I expect it will be, I express it as my con- 
viction before God that it is the duty of every American citizen to rally 
round the flag of his country." 

■ — Stephen Douglas, Illinois, 186L 

2. State Iov(>. 

"Sir, I confess it, the first public love of my heart is the conunon- 
w^ealth of Massachusetts. . . . The lore of this union grows out of this 
attachment to my native soil, and is rooted in it. I cherish it [the Union], 
b(»cause it aflfords the best external hope of her [Massachusetts] peace, 
her prosperity, her independence." ^ 

— Josi.A^H Quincy, Massachusetts, ISH. 



WAR BKTWKKN TTTP] STATRS 303 

"The sovereignty is in tlic several states, and our sjvstem is a uninii of 
1 wenty-four sovereisn powers, undor a constitutional compact, and not o{ 
a divided sovereij^nty between the states s(!verally and the United .States." 

— John Cvmtoun, South Carolina. 1S.33. 

"Should Georgia det(>riniiie to ro out of tlie T'nion — whatever the result 
may be, I shall bow lo tlie will of the people. Their cause is my cause, 
and theii' destiny is lu}' destiu}'."' 

— AlF':xa\df.r Stki'hions, Georgia, l.StiO. 

"If Virginia stands ])y the old Union, so will I. iiut if sh(^ secedes 
(though I do not believe in secession as a constitutional right, noi' that 
there is a sufficient cause for revolution), then I will still follow my native 
state with my sword, and, if need be, with my life." 

— KoiiEUT E. Lee, Virginia, ISGl. 



XVIII 

THE FIRST YEAR OF THE WAR 

As the great fact that war was at hand came to be reahzed in 
the North, the first great fear was that the Southern army, fresh 
Defense of from its victory at Sumter, would be turned northward 
Washington to attack Washington; and the whole strength of the 
incoming volunteers was massed to defend the capital. Soon, 
however, aggressive plans were formed by the North, although not 
until the beginning of 1862 was a general plan of war developed. 
This plan, as it came to definite form, was concerned with : — 

1. A blockade of Southern ports. 

2. The defense of Washington and the taking of Richmond. 

3. The opening of the Mississippi. 

These we must, of course, understand as definite parts of 
one great object — to hem in the Confederacy, to push its armies 
farther and farther back from the line of defense they had 
established along the Northern boundary of the seceding states. 
Every position wrested from the South meant a Confederacy 
grooving smaller, so every position must be hotly contested. The 
line of the Union forces extended from Washington toward the 
West, following in a general way the Potomac, the Ohio, and the 
Missouri rivers. The Alleghenies and the Mississippi made a 
natural division of these forces into three armies. Through the 
early months of the war all eyes were turned on the army in the 
The Army of East — the Army of the Potomac — and in fact 
the Potomac throughout the four years it was this army upon 
which attention was largely centered. At first it was composed 
mostly of raw recruits, and General Scott, the aged commander 
in chief, hesitated to bring on a battle. But the cry "On to 

394 



THE FIRST YEAR OF THE WAR 



395 



Richmond!" was resounding through the North, and the people 
grew more and more impatient with each day of delay. "For- 
ward to Richmond! The Confederate Congress must not be al- 
lowed to meet there on the 20th of JuFy !" was the "war cry " 
of the New Yo7'k Tribune late in June. 

It was finally decided that the Army of the Potomac should 
attack the Confederate force encamped only about thirty-five 
miles from Wash- 'Battle of Bull 
ington. General Ru". July 21, 
McDowell, in com- '^^' 
mand of the Union army, had 
about thirty thousand men. 
The two armies were about 
evenly matched in numbers, 
and both were made up mostly 
of raw troops. The charge 
was made at ten o'clock on 
Sunday morning, July 21, and 
until late afternoon the battle 
raged. At three o'clock all 
signs pointed to a Union vic- 
tory; but fresh troops arriving to reenforce the Confederates 
turned the tide. The Union soldiers, exhausted by the fight and 
the long march which preceded it, broke before the Confederate 
charge, and the day ended in defeat and flight. Once in retreat, 
a panic of fright seized the troops and a mad rush for Wash- 
ington followed. Had the Union troops been made up of sea- 
soned men, the battle might have had a different ending, and 
indeed it is possible that the whole story of the war might have 
been changed. This was the first important battle of the war, 
and the news that it was a crushing defeat came as a severe 
blow to the North. The South went wild with joy. It has 
l^een said that this earlj' success made the Confederates over- 
confident, while the shock and discouragement to the North 




396 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 



really did more good than a victory, since it was now seen that 
the task before the Union armies was far greater than had been 
dreamed. 

General IVIcClellan was now called to the command of the Army 
of the Potomac, and much Avas expected of him. He was an 
excellent drill master, and under his command the army was 

soon put into fine fighting condition. 
But it was not until late in the spring 
of 1862 that McClellan advanced 
against the enemy, although the Presi- 
dent and the cabinet had been impa- 
tient for some time because of his 
inaction. " If the general doesn't 
want to use the army, I should like 
to borrow it," said Lincoln at one 
time. But it was in vain that Lincoln 
urged haste. ]McClellan could not or 
would not be hurried, and through 
many months the only fighting was in 
the West. There important gains 
were made, which did much to revive 
the courage of the })eople in the North. 

The Confederate forces of the Middle West were under the 
command of (ieneral A. S. Johnston, a very able soldier. His 
line of dcjfense extended from wx'stern Virginia through southern 
Kentucky to the Mississippi, as you see it on the map. It had 
been strengthened at its weakest points, the Tennessee and Cum- 
berland rivers, by the erection of Fort Henry and Fort Donelson. 
Ca ture of These forts were expected to stop the advance from 
Forts Henry the Ohio of Federal gunboats, which might otherwise 
and Donelson, penetrate the heart of Tennessee. To capture these 
February, 1862 ^^^^^ ^^^^^ became at once the object of the Union 
army in the West. The mouth of each river was already in 
Union hands, and early in February seventeen thousand men 




George B. McClellan 



THE FIRST YEAR OF THE WAR 



397 



under General U. S. Clrant and a lleet of gunboats under Com- 
modore Foote set out to attack Fort Henry. A single day w^as 
sufficient to reduce the fort, and Grant pressed on toward Fort 
Doneison, while Foote returned to the Ohio, and tiuMi went up 
the Cumberland to assist in the second battle. 




The Confederacy, Close of 1861 
Compare with the map on page 3SS. 



Before Grant reached Fort Doneison, however, General John- 
ston had largely increased the force defending it, so that the 
])attl(' was not so easy to win as iliat wilh tlu> sist(>r fort. The 
fighting lasted for three days. At one time the outlook for tlie 
Union soldiers was very discouraging, but, as we shall often 
notice when we come to know General Grant better, discourag- 
ing conditions had little effect on him. His anununition was 



398 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 

nearly gone and his men were in confusion, but instead of re- 
treating, he says, "Noticing that the enemy did not take advan- 
tage of my situation, I concluded that he probably was in a 
worse condition than I, and so at once ordered a new attack." 
In a short time the Confederates were obliged to give up. The 
commander of the fort sent to General Grant to ask the terms 
upon which he would be willing to stop fighting, and Grant 
won his first fame by his answer: "No terms except uncon- 
ditional and immediate surrender can be accepted. I propose to 
move immediately upon your works." "Unconditional Surrender 
Grant" they called him in the North when the story was told 
there. The story of this battle tells us much about General 



V i"i\'^Jk KENTl/CKY > ,r.# -y 




V t'R G ^1 N I A 

_„ ^^ ^^ ^ ^ ^„ 
^ ' !i — ' 

' Nf o R T H 

r* A R O L I N A 



\ 



^<e/y ::.../ ...=' '-JT^rsSs^-rH;!'-- y/y GlE O R 6 I'A SOUTH \ 

CAROLINA _\j 



First and Second Confederate Lines of Defense 



Grant. The qualities he showed here were those which made 
him a great commander. 

The capture of Fort Henry and Fort Donelson made the first 
break in the Confederate line, Columbus and Nashville were 
given up, and a new line was formed from Island No. 10, in the 
Mississippi, to Corinth. The Union forces under Grant, about 
thirty-three thousand men, started up the Tennessee River, but 
spring freshets forced them to encamp at Pittsburgh Landing. 
Here Grant awaited General Buell with about thirty thousand 
men from Nashville. But before Buell could reach him Grant 
was attacked by the Confederates imder Johnston and Beaure- 



THE FIRST YEAR OF THE WAR 



399 



gard. The terrible battle of Shiloh followed, lasting for two days 
(April 6-7). The first day's fighting gave the advantage to the 
Confederates, but Buell's timely arrival brought victory on the 
second day to Grant. The Union forces lost thirteen thousand 
men; the Confederate loss was somewhat less, but the death of 
Johnston was a severe blow to the Southern cause. The victory 
at Shiloh was followed by a Union advance which caused the 




Gun and Mortar Boats on the Mississippi at Bombardmer.t of Island No. 10 
From an engraving published during the war. 



abandonment of Corinth. Meanwhile Island No. 10 had been 
captured, and on the 6th of June Memphis was surrendered. 
Thus by early summer in 1862 Kentucky and most of Tennessee 
had been reclaimed to the Union, and a good beginning had been 
made in opening the upper Mississippi. By this time, too, the 
mouth of the river had fallen into Union hands. The events 
which brought about this result we have yet to discuss. 



400 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 



THINGS TO REMK.MHKll 

1. The plan of war adopted by the Federal goveriiineiit had three great 
objects: (1) to blockade Southern ports, and cut off the South from trade 
and communication with foreign nations; (2) to defend Washington from 
capture and to take Richmond, the Confederate capital; (3) to open tlie 
Mississippi. 

2. The first battle between Union and Confederate soldiers, at Bull 
Run, in Virginia, resulted in victory for the Confederates. The people of 
th(^ North saw that it would not be so easy to conquer the South as was 
at first thought. 

3. The Army of the Potomac was now thorouglily organized and diilled 
by General McClellan, who had been put in command. No more fighting 
was vmdertaken, however, until the summer of 1862. 

4. In the Middle West the Confederate line was pushed back by the 
capture of Forts Heniy and Donelson, and by succeeding Union successes, 
so that b}' the summer of 18G2 Kentucky and most of TiMinessee had been 
reclaimed to the Union, and both the upper Mississippi and the mouth of 
the river had been opened, leaving only about two hundicd and fifty miles, 
from Vieksburg to Port Hudson, in Confederate liaiids. 

THINGS TO READ 

1. "Four American Patriots," Burton, pp. 195-233. 

2. " Ulysses S. Grant," Allen (Riverside Biographical Series'), pp. 1-64. 

3. "Source Book," Hart, pp. 303-311. 

4. Romance of the Civil War, "Source Reader No. 4," Hart. 

5. " History of the United States," Rhodes, Vol. Ill, pp. 454-468. 

6. " Reminiscences of Peace and War," Pryor, pp. 174-195. 

THINGS TO DO 

1. Find the meaning of a(j<jref<sire , recruits. 

2. Discuss in class these cjuestions : — 

(1) Was it wise or unwise for the Confederacy to remove its capital 
from Montgomerj'- to Richmond? For what reason was (he 
change probably made ? 

(2) What reasons are there why eastern^ Virginia should ha\-e been 
so important a war center ? 

3. Study the lines of the two armies in the Middle WVst at the begin- 
ning of action. Mark on an outline map the "doubtful states." What 



THE FIRST YEAli OF THE WAR 4Ul 

effect do you Ihiuk (iranl'.s vicloricy :U Fori Henry and Fori. Donelsoii and 
the withdrawal <>{ (he Confederate army from Kentuckj^ had upon the 
people of (hat state? 

FOR YOUR NOTEBOOK 

1. Prepare a chronoh)gi('al chart of three parallel columns to record 
th(; important CA-ents "in the East," "in the West," and "oii the ocean." 
Place in their proper columns, each with its date, the capture of Fort Sum- 
ter, the battle of Bull Run, the capture of Fort Henry, the capture of Fort 
Donelson, the battle of Shiloh. 

2. Make a brief statement of the career and public service of General 
Scott, who when war broke out was commander in chief of the United 
States army. 



2d 



XIX 

WAR ON SEA AND LAND 

At the very beginning of war — but five days after Sumter fell 
— the President had declared a blockade of Southern ports, and 
Blockade of all haste was now being made to render this declara- 
Southera ports tion effective. No mere "paper blockade" would be 
observed. The government bought or chartered every kind of 
craft, "from coal barge to ocean liner," that could be obtained, 
while navy yards, private shipbuilders, and machine shops 
worked night and day turning out ships, engines, and guns. 
Within a year a large part of the coast was effectually guarded, 
but there remained many places which it was difficult, almost 
impossible, to close to the "blockade runners." Much romance 
clusters about the adventurous careers of these ships. Selected 
for their speed, and painted gray, it was no easy task for the 
guards along the harbor mouth to discover and overtake them. 
They approached the harbors cautiously, and usually waited until 
night to make the run by the guards. Charleston, Wilmington, 
New Orleans, and Galveston remained in Confederate hands. 
Capture of and the blockade runners carried away from them 
New Orleans, many cargoes of cotton. New Orleans, the largest 
April 25, 1862 pj^y Qf ^j^g g^^^jj^ ^^^ ^Yie outlet of trade for the 

Mississippi, must be taken. The Confederates, realizing this, 
had guarded the city by two forts on opposite sides of the river, 
nearly at its mouth. A heavy chain, supported by anchored 
vessels, was stretched across the river to hold approaching vessels 
under the fire of the forts. Above, gunboats, rams, and fire rafts 
heaped with pitch-pine knots were ready to meet the foe. 

In April, 1862, Commodore Farragut, with a fleet of seventeen 

402 



WAR ON SEA AND LAND 



403 




ships, approached the barrier to attempt the capture of New 
Orleans. The chain was broken, and on the night of April 23 
the fleet approached the forts. Its passage was fiercely disputed, 
and the skies were red Avith the flash of guns and the glare of 
flames. With dawii the firing ceased, and 
the fleet, scarred and battered, passed up 
the river. The city could no longer be 
defended. Thousands of bales of cotton 
were stored there, but rather than let 
these fall into Union hands the people 
made all haste to burn them. General 
Butler, who with fifteen thousand soldiers 
had accompanied Farragut, now took 
command of the city, and the fleet passed 
on up the river to Vicksburg, where Far- 
ragut was presently joined by the river 
fleet from Memphis. Vicksburg, however, 
was too strongly fortified to be taken 
without a land force, and Farragut returned to New Orleans. In 
August Port Hudson, two hundred and fifty miles below Vicks- 
burg, was fortified by a Confederate army; and the river between 
these two points remained for another year in Confederate hands, 
presenting a problem which the Union forces in the West found 
hard to solve. 

Farragut 's capture of New Orleans was one of the last exploits 
of the old-fashioned wooden ships, made so famous in the War 
of 1812, for even before he had reached the Mississippi an event 
had occurred which changed naval warfare for all time. 

As far back as 1812 plans for iron-covered or "ironclad" 
war ships had been discussed, and a few successful armored 
vessels had been built before the outbreak of the present 
war. None of these, however, was in the United States 
navy, and it was not until 1861 that contracts were made 
f.'ir the building of three ironclads for the United States. 



Admiral Farragut 



404 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 

As soon as war had begun, the Confederates set to work to pro« 
vide a navy, and among the ships which they fitted up were 
several ironclad rams. These were made by cutting down the 
hulks of old wooden warships, and building a sort of iron roof 
over them, protecting the guns and men. One of these rams was 
made from the hull of the Merrimac, a Federal warship which had 
been sunk at the Norfolk navy yard to prevent its falling into 
Confederate hands. When the Confederates seized Norfolk they 
had raised the Merrimac, and made her over into an ironclad. 
Under the name of Virginia, she set out from Norfolk on her 
work of destruction. 

On March 8, 1862, the Merrimac steamed from Norfolk into 
Hampton Roads, to destroy the blockading squadron and break 
The Merrimac the Ijlockadc. Several wooden frigates were there, 
And the Monitor, and wlieu the Merrimac appeared, ships and shore 
March 9. 1862 ]jatteries opened their guns upon her. It had been 
generally known that the Confederates were building an ironclad, 
and it was seen at once that this strange-looking craft must be the 
armored ram. The course of the Merrimac was simple. Entirely 
ignoring the firing of the fleet, she proceeded to the Cumberlaml, 
and stove a hole in her side which soon sent her to the bottom. 
Next, selecting the Congress as a victim, the Merrimac soon put 
her out of action, the prey of devouring flames. The Minnesota 
lay next, but the tide was going and night approaching, so, fear- 
ing lest his ship should run aground, the commander of the Mer- 
rimac withdrew, returning the next morning to complete his task. 

Strangely enough, however, one of the three ironclads built for 
the Union navy was completed just in time to take a hand in 
this unequal contest. When the Merrimac returned to attack the 
Minnesota in the morning, it was only to find the frigate guarded 
by a craft stranger in appearance than the Merrimac herself. 
The Monitor, as the new Union ironclad was (tailed, showed al>ove 
the water only a low platform close to the water's level, with a 
round tower in the middle, mounting two guns. The revolving 



WAR ON SEA AND LAND 



405 



of this tower made it possible to fire the guns in any direction 
without waiting to turn the vessel, and was really a new idea in 
naval warfare. 

The fight which followed destroyed neither vessel. Indeed, 
neither was at all seriously injured, although shot and shell fell 
furiously on both. But the Merrimac had no time to spare to 
carry out her designs against the Minnesota, and at length steamed 




between the Mouiloi 



away; the Union fleet was saved, the blockade remained un- 
broken. And the day of wooden warships had forever passed. 

Meantime the Army of the Potomac was still engaged in the 
attempt to take Richmond. After many months of drilling and 
getting ready, McClellan, with one hundred thousand The Peninsular 
men, had ]>egun his advance toward the Confederate Campaign 
capital, going by way of Chesapeake Bay and the York penin- 
sula, made famous in Revolutionary days. At Yorktown he found 
the Confederates with a fortific^l line across the peninsula. 
McClellan's. force was three times that of the Confederates, but 



406 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 



instead of attacking them he began preparations for a siege. After 
a month, the Confederates quietly withdrew, and strengthened 
their fortifications nearer the city. McClellan, following, found 
the road to Richmond held by the main army of the Confederates, 
at first under General Joseph Johnston, and, after he was wounded, 
under General Robert E. Lee. Their force, meanwhile, was be- 
ing steadily increased, 
and McClellan anxiously 
awaited the coming of 
McDowell to reenforce 
him. To prevent this, 




The Peninsular Campaign 



Lee sent " Stonewall " Jackson into 

the Shenandoah Valley, where he 

could threaten Washington; and 

Jackson succeeded in so alarming 

Lincoln that McDowell was recalled 

to defend the capital. Meantime 

McClellan's forces were encamped 

on both sides of the Chickahominy. When a sudden rise of the 

waters made crossing difficult, Johnston seized the opportunity to 

attack the division on the southern side at Fair Oaks, but the 

Union army successfully resisted attack. It was in this battle 

that Johnston was wounded. After Lee took command, the 

famous "Seven Days' Battles" were fought, in which McClellan 

lost fifteen thousand men, and Lee twenty thousand. In all but 




Virginia Campaiifna. 1862-1865 



408 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 



one of these battles the Union army held the advantage. In the 
last, at Malvern Hill, McClellan is commonly believed to have 
thrown away an opportunity to crush Lee's army and capture 
Richmond. But he did not follow up his victory, and the next 
day, July 2, saw the end of the campaign, with little, if anything, 
accomplished. 

Lee at once pushed northward, and in August, 1862, attacked 

a division of the Union army near the Bull Run battlefield. This 

battle again brought victory to the South. Lee ad- 

of Bull Run vanced farther, crossing into Maryland. When the 

August 30, Confederates entered the state, singing " Maryland, 

1862 ; Antietam my Maryland," they expected to find a strong south- 

ep em er 17, ^^^_^ feeling there. Lee looked for sympathy, supplies, 

and recruits. But he met the coldest of receptions. 

In Frederick he found stores closed and streets deserted. 

McClellan met him at 
Sharpsburg, and here, 
near the northern 
bank of the Potomac, 
the great battle of 
Antietam was fought. 
This battle checked 
Lee's advance, though 
it did not destroy his 
army or prevent his 
withdrawal into Vir- 
ginia. It is sometimes 
spoken of as a poor or 
barren victory for the 
Union forces, but it was worth much at that time of discourage- 
ment to gain any victory at all. 

The President had been anxiously watching and hoping for a 
success in the field. We must not forget that while generals and 
soldiers struggled with military problems and campaign plans, no 




Antietam Bridge 

The scene of fierce fighting during the early part of the battle. 
Afterward known as " Burnside's Bridge." 



WAR ON SEA AND LAND 409 

less perplexing political questions occupied tlie goverunient at 
Washington. We may leave the army for the present slowly 
preparing to follow Lee, who was once more on Virginia soil. 

THINGS TO REMEMBER 

1. The United States government hastened to i)hin and carry ont an 
effective blockade of Southern ports. 

2. An expedition to take New Orleans, the most important port of the 
South, was undertaken in April, 1862. Commodore Farragut, who cc^m- 
nianded this, was entirely successful. 

3. A famous battle, between ironclad warships, was fought in March, 
1862. This new kind of war vessel has come in our day to be the only 
kind in use. 

4. The Army of the Potomac, in the spring of 1802, uiiderlook the 
Peninsular Campaign against Richmond. This was a failure. In August 
(leneral Lee advanced into Mar.yland. There his advance was checked 
at Antietam, the first Union victory in the East. 

TlilNCiS TO READ 

1. "Four American Naval Heroes," Beebe, pp. 3-10, 133-192. 

2. "Our Country in Poem and Prose," Persons, pp. 135-148. 

3. "Southern Soldier Stories," Eggleston. 

4. "Civil War Stories Retold from St. Nicholas." 

5. The Romance of the Civil War, "Source Reader No. 4," Hart, pp. 
3 17-358. 

G. " History of tlu; United States," Adams and Trent, pp. 3S1 - tOl. 

THIXCS TO DO 

1. Questions for brief oral or written answers:^ 

(1) Why was the blockade important to the success of llie North? 
Why was the capture of New Orleans important ? 

(2) Why was the battle between the Merrimac and the; Monitor 
important ? In what way do the present-day ironclads resemble 
these of 1862 ? What disadvantages did each of these ships pos- 
sess which have now been overcome ? 

2. Review McClellan's career up to the time of Antietam. What do 
you consider his prominent qualities a- a general? 

3. Ask your teacher to tell you how the Confederate General Jackson 
became known as "Stonewall " Jackson. 



410 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 



FOR YOUR NOTEBOOK 

1. Place on your chronological chart the taking of New Orlean.s, the 
battle between the Merrimac and the Monitor, the Peninsular Campaign, 
the battle of Antietam. Give dates. 

2. The Merrimac and the Monitor. 

(Write a brief description of each vessel, and of the battle.) 



XX 

EMANCIPATION 

At the time when Lincoln's anxious watching for a victory was 
at least partially rewarded by Antietam, the united feeling which 
had for a time followed the first firing on the flag no longer pre- 
vailed. The first great enthusiasm had passed, and there was an 
increasing amount of criticism of the war and the President. The 
abolitionists, as of old, clamored for the freeing of the slave, and 
were dissatisfied because Lincoln took no steps in this direction. 
Extreme conservatives, on the other hand, believed that the war 
should not in the least affect the slavery question. The war was 
It was a war for the Union, which, if it succeeded, to preserve 
must restore the Union exactly as it was when the *^® Umon 
war began. Congress had in July, 18G1, passed a resolution 
declaring that the war was not waged to -overthrow or interfere 
with the rights or established institutions of the Southern states, 
but to maintain the supremacy of the Constitution and to pre- 
serve the Union. 

And yet it was a fact that could not be disputed, that slavery 
was helping the South in the war. President Lincoln thought 
long and anxiously about it. Freeing the slaves, he believed, 
would help the North in the war by taking away from the Southern 
people the help the slaves were giving on plantation and in camp. 
It ought, too, to have a good effect on the attitude toward America 
shown by foreign governments. Slavery was not thought well of 
in England and France. But Lincoln did not believe that Con- 
gress had the right to abolish slavery throughout the country 
except by an amendment to the Constitution; nor, of course, had 
• he any such right. 

411 




412 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 

The President, however, is the head of the army, and he beheved 
that he did have the right, as a "war measure," to declare free 
the slaves in the seceded states, and this he determined to do. 
But, knowing that even this would arouse opposition in the 
border states, which, while loyal to the 
Union, still hoped that slavery might be 
preserved, he waited until the war had 
l)een in progress more than a year. By 
that time people in the loyal states came 
to see that, if the war were to succeed, no 
_ , , .... , _, means must be left untried to overcome 

Confederate National Flag- 
This flag was adopted May 1. The Emancipa- ^^^"^ ^OUth. ThcU President 

ind^B!rrs'^'''adopted*'in"i86i'' tion Prociama- Lincoln prepared an Emanci- 
The flag shown in the picture tion, January pation Proclamation, which, 

was afterward changed bv the _ jOg, 

addition of a red bar across the ' 3 ^j^ September 23, after the 

end. 1 here was also a battle ^ '^ ' 

flag, of red with the blue cross victory at Autietam, he made public. 

from corner to corner and thir- "^ ' ^ 

teen stars, the design being This proclamation declared that on Janu- 

the same as that m the corner '■ 

of the national flag. ary Ist of the following year, all persons 

held as slaves in states then in rebellion against the government 
of the United States should be free. When the new year arrived, 
the slaves were formally declared free, and in the parts of the 
South where Union armies were in possession many of the negroes 
placed themselves under the protection of the Northern soldiers. 
Indeed, as the war went on regiments of colored soldiers were 
formed in the Union army, until one hundred thousand of them 
were enrolled. But, in general, the slaves were not so ready to 
leave their masters as many had expected. They went on caring 
for the plantations, or performing the labor of the Southern camps. 

Perhaps the greatest effect of the proclamation was in disclos- 
ing the real question in dispute between the North and the South. 
The war had been undertaken to preserve the Union. But now 
many Northern people believed that though disunion were pre- 
vented, lasting peace could come only by the destruction of 
slavery. The war, begun with a determination to let slavery alone 



EMANCIPATION 



413 



where it existed, luul thcrefDro now liecomo not only a war for the 
Union but for the crushing out of slavery itself. 

But the war was not yet won. The Union was not yet saved, 
and the declaration of freedom for the slaves meant little unless 
the armies in the field could enforce what the President had de- 
clared. The outlook there, however, was not encouraging. 




Capture of Roanoke Island, February 7, 1862 
'"'rom an engraving published during the war. 

In the East, Lee's army seemed unconquerable, and the Union 
soldiers were as far as ever from Richmond. Antietam, a 
doubtful victory, was followed in December, 1862, by Fredericks- 
burg, a crushing defeat. The new year, indeed, saw a Confeder- 
ate advance into Kentucky checked at Murfreesboro, but it 
was a battle which cost thousands of lives. There had been suc- 
cesses in the Mississippi Valley, but the river was not yet open, 
since Vicksburg and Port Hudson still defied attack. Many more 



414 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 

soldiers were needed, and by this time there were few, if any, vol- 
unteers. Criticisms of the President and the army were growing 
more numerous and stinging. Among Democrats it was now 
common to hear the statement that the war was a failure. A 
Democratic congressman from Ohio said in the House of Repre- 
sentatives on January 4, 1863: "You have not conquered the 
South. You never will. The war for the Union is, in your 
hands, a most bloody and costly failure." 

Foreign affairs, too, were still discouraging. Although England 
had not as yet withdrawn her declaration of neutrality, there were 
The Alabama ^^'^^^ fcars that shc might do so; and the United States 
built in Eng- felt that she had reason to complain of the English 
land for the government for allowing several ironclad warships to 
be built and fitted out at Liverpool for the Confeder- 
ates. The most famous of these, the Alabama, was doing great 
damage to Northern merchant-ships, and there was intense feel- 
Hig in the North against England. 

An unfortmiate occurrence during the first year of the war had 
.already strained relations between the United States and England. 
The Trent In the autumn of 18G1 the Confederate President 
affair >,^.j^^ ^^q jng^, Jamcs Mason of Virginia and John 

Slidell of Louisiana, to further the interests of the South in Eng- 
land and France. After escaping from Charleston in a blockade 
runner, they proceeded to Havana, where they embarked for Eng- 
land on the British mail steamer Trent. The captain of an Amer- 
ican warship, learning of their presence on the Trent, stopped 
her and forcibly made Mason and Slidell his prisoners. The 
capture was hailed with great rejoicing in the North, and it was 
only when the British ministry immediately demanded reparation 
that the act M'as viewed in its relation to England. Lincoln, how- 
ever, had seen at once that trouble was likely to ensue. " We 
fought Great Britain for insisting ... on the right to do pre- 
cisely what Captain Wilkes has done," he said. And now it be- 
gan to seem as though we should fight Great Britain again. The 



EMANCIPATION 



415 



British government began preparing for war. But the United 
States could not at this time enter upon another war. The pris- 
oners were given up, and due apologies made. 

As the year 1863 opened, no new plans were formed. The old 
problems remained. The blockade must be strengthened, the 
Mississippi must be opened, Richmond must be taken, and Lee's 



~fI5Jv iiu ., lis' 110^ 135° iW ii>^ W" 55=7 SP tsJ \ ,ru' 




sc'iEOftTiLES *^G \ I I Controlled by the Union 

100 200 300 400 iJOo\^ ^' ]Contrulled bv tile Confederate 

110°I...r,;. . I I'J \\M^ 100' f^om 96^ Greenwich 00" 



wfiuuiis rwiuvtXQ c 



The Confederacy, Close of 1862 
Compare with map on page 397. 

army crushed. It was one of the good fortunes of the Con- 
federacy to have found its great commanders early in the war. 
The Union armies, however, were not so fortunate. In the first 
half of the war the Army of the Potomac changed leaders again 
and again, but none of the changee brought to light the great 
general Lincoln was always hoping to find. McClellan, who had 
already been removed and reinstated, was, after he failed to 



416 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 

follow up his advantage over Lee at Antietam, removed once 
more; and his successor, General Burnside, following Lee, suffered 
the crushing defeat at Fredericksburg which we have already 
mentioned. Cieneral Hooker, appointed to follow Burnside, again 
attacked Lee at Chancellorsville, only a few miles from Freder- 
icksburg. Here, again, Lee was entirely successful, and dis- 
couragement at the North was greater than ever; while the 
South in the midst of rejoicing mourned the loss of General 
Jackson, which was a great blow to the Southern cause. 

Lee now once more crossed the Potomac, making his second 
attempt to carry the war into the North. By the end of June, 
Battle at 1863, he was on the soil of Pennsylvania with seventy- 

Gettysburg, five thousand men ready to give battle. The 
July I, 2, 3, Army of the Potomac, which numbered one hundred 
^^ ^ thousand, was now placed under the command of 

General Meade. On the first day of July the two armies met at 
Gettysburg, where followed a terril)le three days' battle. It is 
scarcely possi})lo to pass over that fight without some attempt to 
picture it, the greatest battle the New World ever saw. 

Two ridges separated by a valley not quite a mile wide formed 
the scene of the battle. In the valley were orchards and wheat 
fields. The first day fighting was begun on Seminary Ridge, 
west of tlu; valley. The Confederates drove the Union forces 
back through the valley up to Cemetery Hill, on the east of the 
town. There General Meade resolved to await attack on the 
second day. 

Throughout the war the offensive had fallen in most cases to 
the Union army, while the Confederates had had all the advan- 
tages of familiar country, strong positions, and defensive fighting. 
Now the conditions were to be reversed. During the morning of 
the second day Meade made his position as secure as he could, 
bringing to the front all his men, while Lee gathered his army 
for the attack. In the afternoon this came. 

Lee's plan was to attack at both ends of Meade's line, and 



EMANCIPATION 



417 



there was fierce fighting in both places. Thousands of men fell, 
to fight no more. But though Lee gained some slight advantage, 
Meade still held the hill. At midnight Meade called his generals 
into council, "a group dust-covered and sweat-stained, the strong 
faces strangely earnest. Some sat on the bed; some stood; 




j^ene at the Battle of Gettysburg 



Warren, wounded, stretched out on the floor, was overcome by- 
sleep." All voted "to stay and fight it out." 

Lee, meanwhile, was resolving to follow his partial successes 
by a third day of fighting. Meade's prophecy to his generals 
was, ''To-day he has struck the flanks; next it ^vill be the cen- 
ter"; and everything was prepared to meet the charge. Early 
dawn saw fighting at the northern end of the line, for possession 
of Gulp's Hill. This, however, was succeeded by a strange quiet 
2e 



418 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 



SCALE OF MILES 



as the armies rested and awaited the struggle. The hot sun beat 
down on the blood-stained valley and the field of trampled wheat 
where so many had already given up their lives. 

At one o'clock the Confederates opened fire with their cannon, 
and for an hour and a half gun answered gun across the narrow 
valley, echoing, from the hills and filling the air with smoke. 

This is said to be the heaviest 
cannonading ever known on 
the American continent. ' ' The 
whole crest of the hill was a 
line of fire," says one writer; 
" the hills shook to their 
foundations." At length the 
firing ceased. The smoke 
began to clear away. Then 
came the expected attack on 
the Union center, ''Pickett's 
charge," which will be famous 
forever among the stories of 
brave deeds. The story of 
Gettysburg reaches its climax 
as we see Pickett's brave men 
march coolly out across the 
valley, in full sight of the 
enemy. Not a man of the fifteen thousand flinched from the al- 
most certain death which awaited him. "They came forward 
steadily, in perfect order, with banners flying. Those who looked 
on might have thought it a Fourth of July parade. " Pickett, at 
the head of his troops, " rode gracefully," writes Longstreet, who 
watched the scene, " with his jaunty cap raked well over his right 
ear. He seemed a holiday soldier." The Union cannon were 
turned upon them, and the guns began their deadly fire. Still 
Pickett's men pressed on. The Union infantry now opened fire. 
The ranks began to thin, but they closed up and went on faster 




lit 8s,C00 Union troops 
ibout 75,000 Con(e,\eiHle troop* 

{CoufeaBiatu about 28,000 
Uuiuu about 23,000 



KMANCIPATION 



419 



and faster. They approached the hill, rushed up to the Federal 
lines and into the midst of the enemy. There, with Union soldiers 
swarming around them on every side, they fought desperately, 
courageously, wonderfully, but no soldiers could win against such 
odds. At last the broken remnant of Pickett's men was ordered 




Battlefield of Gettysburg, looking South from Round Top 

back. The gallant charge had been in vain, the fight was lost. 
Lee's army, so long victorious, had at last suffered defeat. 

This was a great moment for the North. "Now," wrote 
Lincoln, "if General Meade can complete his work, so gloriously 
prosecuted thus far, by the literal or substantial destruction of 
Lee's army, the rebellion will be over." But this Meade failed 
to do. Lee took his own time to retreat from Gettysburg, and, 
without being disturbed by Meade, crossed the Potomac into 



420 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 

Virginia. Lincoln was greatly disappointed. "Our army held 
the war in the hollow of their hand, and they would not close 
it," he said. Yet he appreciated, as we must do, the value of 
what Meade did do at Gettysburg. And since it happened that 
the 4th of July saw in the West the successful end of Grant's 
long campaign against Vicksl)urg, and the opening of tlu; Missis- 
sippi, this tiuK! may ho truly called the turning jKjint of the war. 

THINGS TO REMEMBER 

1. Thero was a growing feeling of division in the North in legard to 
(he war. 

2. As a war measure President Lincoln issued the Emancipation Proc- 
lamation, to take effect January 1, 1863. This proclamation declared the 
sia\'cs free in states then in rebellion against the government. 

.'i. Failure on the battlefield and worry over foreign affairs C()ml>ined 
to cause discouragement at the North. 

4. In the summer of 1863 Lee made his second advance into the North. 
Again he was checked, in a terrible battle at Gettysburg. This victory 
for the North, together with Grant's capture of Vicksburg, which was com- 
pleted the same day, marked the turning jjoint of the war. 

THINGS TO READ 

1. "Our Country in Poem and Prose," Persons, pp. 148-168. 

2. A Drummer Boy at Gettysburg, in "Civil War Stories Retold 
from St. Nicholas." 

3. "Source Reader No. 4," Plart, pp. 321-327. 

4. "Source Book," Hart, pp. 315-318, 327-329. 

5. " The Appeal to Arms," Hosmer, pp. 281-305. 

6. " The Battle of Gettysburg," Schurz, McClure's Magazine, July, 1907. 

THINGS TO DO 

1. Find the exact meaning of conservatives, reinstated, infantri/. 

2. Get all the information you can about the Alabama: its building; 
trouble over its leaving port; the damage it did to Northern commerce; 
what became of it; the "Alabama claims." 

3. Look up in the encyclopedia the main points in the career of General 
Meade. 



EMANCIPATION 421 

4. Discuss in class: — 

(1) Why was Lincoln careful to make the Emancipation Proclama- 
tion declare freedom for only those slaves who were in seceded 
states ? 

(2) What ground had dissatisfied Northerners for objecting (o Lin- 
coln's action? Were these objections justified? 

5. Read or ask your teacher to tell you the story of "Stonewall " Jack- 
son's death at Chancellorsville. 

FOR YOUR NOTEBOOK 

Abraham Lincoln as President 

(Portrait) 
From his first inauguial: — 

"I hold that in contemplation of universal law, and of the Constitution, 
the union of these states is perpetual." 

From the Gettysburg speech: — 

"That we here highly resolve that these dead shall not have died in 
vain — that this nation, under God, shall have a new birth of freedom, and 
that government of tlie p(M)ple, by the people, and for the people shall not 
perish from tlie caitli." 

From his second inaugural:-- 

"With malice toward none, with chai'it}' for all, with firnmess in the 
right as God gives us to see the right, let us finish the work we are in, to 
bind up the nation's wounds, to care for him who shall have borne the battle, 
and for his widow and his orphans, to do all which may achieve and cherish 
a just and lasting peace among ourselves and with all nations." 



XXI 

GRANT AT VICKSBURG, CHATTANOOGA, AND IN THE EAST 

The capture of Vicksburg was accomplished only after seven 
months of hard work. The attempt would probably have been 
abandoned long before this time had elapsed, had it not been 
imperative to open the Mississippi and to cut off the eastern 
valley states of the Confederacy from the West. The position of 
. Vicksburg, on a high bluff overlooking the Missis- 

before Vicks- sippi, made it impossible to take it from the river 
burg, Novem- side, while its fortifications looking toward the east 
ber 1862-juiy, -y^rere so strong as apparently to defy attack. For 
months Grant worked at the problem. Attack from 
the north was attempted, and it failed. Attack from the south 
was considered impossible, since the Union army, if it landed on 
the eastern bank of the Mississippi below Vicksburg, would be 
cut off from receiving supplies. Yet this is what Grant finally 
decided to do. 

The campaign that followed was a remarkable one. In nine- 
teen days from the time Grant crossed the river, he marched one 
hundred miles, with coi^stant skirmishing, and won five distinct 
battles, taking the capital of the state, and destroying its arsenal, 
its military stores and factories. To do this he had been obliged 
to cut off communication with his base of supplies — a danger- 
ous proceeding, but in this case quite successful. 

Grant was now in the rear of Vicksburg, the Confederate forces 
having retired within the fortifications. A close siege was main- 
tained by the Union army. " We are now approaching wdth pick 
and shovel," wrote General Sherman, Grant's efficient aid. " In 

422 



GRANT AT VICKSBURG AND CHATTANOOGA 



423 



the meantime we are daily pouring into the city a perfect storm 
of shot and shells." From time to time assaults were made, but 
it was starvation which forced the surrender, six weeks after the 
siege began. The suffering of soldiers and 
townspeople had become intense. ^Vomen 
and children sought safety in caves. . The 
soldiers grew daily weaker for lack of food. 
No help could reach them from without, 
and July 4th, Vicksburg fell, about thirty 
thousand Confederate soldiers being made 
prisoners. Five days later Port Hud.son 
was surrendered. On July 16th a mer- 
chant steamer from St. Louis reached a 
wharf at New Orleans. The Mississippi 
was open. The Confederacy was cut in 
two. Western supplies could no longer be 
brought to the Gulf states. These states 
were now shut in on every side, and for 
the first time the cause of the Union 
looked bright. 

After the fall of Vicksburg, Grant, who 
was now recognized as an able general, 
was placed in command of all the armies 
west of the Alleghenies. He went at once 
to eastern Tennessee, where Union and 
Confederate armies were contending for 
the possession of Chattanooga. Ever 
since the early Union successes in Ken- 
tucky had driven the Confederates back 
from that state and Tennessee, they had 
been eager to regain their lost foothold. Their army, under 
Bragg, had met the Union forces under Rosecrans at Murfrees- 
boro on the last day of 1862, and had been driven back. The 
strongest position in the West held by the Confederates after 




lU 20 30 40 60 00 70 80 90 100 



The Lower Mississippi, show- 
ing the Campaign around 
Vicksburg 



424 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 




General ). E. Johnston General A. S. Johnston 

A GROUP OF CONFEDERATE COMMANDERS 



GRANT AT VICKSBURG AND CHATTANOOGA 425 





General Sherman 



General Sheridan 




General Grant 





General Meade General Thomas General Hooker 

A CROUP OF UNION COMMANDERS 



426 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 

they lost Vicksburg was Chattanooga, an important railroad 
center, and gateway to eastern Tennessee and Georgia. 

Rosecrans now attempted to dislodge Bragg from this position. 
By threatening his line of supplies, Rosecrans compelled Bragg to 
withdraw several miles from Chattanooga. The battle of Chicka- 
mauga followed, in which the Union army was saved from disas- 
trous defeat only by the steadfast bravery of General Thomas, 




Lookout Mountain 



afterward known as the ''Rock of Chickamauga." His cool 
courage made it possible for the Union army to reach safety in 
Chattanooga, where they were now besieged by the Confederates, 
who fortified Lookout Mountain and Missionary Ridge, near-by 
heights overlooking the Union camp. After a month's siege, it 
was feared that lack of supplies would force them to surrender. 

Under Grant's direction, however, and with the assistance of 
more soldiers from the West and from the Army of the Potomac, 



GRANT AT VICKSBURG AND CHATTANOOGA 



427 



Chattanooga was held and the Confederates driven from Look- 
out ^Mountain and Missionary Ridge. The fighting at Chatta- 
nooga showed the Union army at its best. Here, for the only 
time, Grant, Sherman, Sheridan, and Thomas • gave battle to- 
gether. Veterans from Vicksburg, from Gettysburg, from Chicka- 
mauga, made the bold assault. Hooker's men fought their way 




Confederacy. Close of 1863 
Compare with the Confederacy at the close of 1862. Notice how the Confederacj' is cut in two. 

to the top of Lookout, where occurred the far-famed "Battle 
above the Clouds." The charge of Thomas's men up the almost 
perpendicular side of Missionary Ridge has been called " the 
grandest spectacle of the war." When night fell upon the con- 
flict, Bragg fled southward into Georgia. 

The end of 1863 came. The year had been an eventful one, 
and yet the Confederacy was not crushed. Lee's army, though 



428 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 



Grant made 
commander 
in chief, 
March, 1864 



defeated at Gettysburg, was still in the field. All eyes were 
turned toward Grant as the man best fitted to undertake the 
problem of conquering Lee. He was accordingly 
made commander in chief of all the armies, his place 
in the West being taken by his trusted friend, William 
T. Sherman, who had had a part, and a worthy one, 
in all of Grant's achievements. 

Grant took command in March, 1864, and began his "hammer- 
ing campaign" against Lee. The Confederacy was by this time 
in a critical condition. There were few men left in the South 

who were not in the 
army, and thus soldiers 
lost in battle could not 
be replaced. The 
blockade was now al- 
most perfect, and since 
the IMississij)!)! had 
fallen into I'nion liands, 
the South was more 
than ever cut (jff from 
the outside world. Her 
people were making 
every sacrifice for the soldiers, and j-et the soldiers were ragged 
and hungry. The Northern army, on the other hand, was well 
taken care of, and although there was little volunteering now 
and drafting met with some opposition, still the ranks were filled, 
and thus in numbers as well as equipment the Union army had 
the advantage. 

In the spring of 1864 Grant set the face of his army toward 
Richmond, and for two months lie "hammered" at Lee. Day 
after day of fighting would ])e succeeded not ])y retreat or rest, 
but by a change of position and iTiore fighting. In the Wilder- 
ness, at Spottsylvania, at Cold Harl)or, thousands upon thousands 
of brave men laid down their lives. But Grant was not beaten, 




The Draft 



GRANT AT VICKSBURG AND CHATTANOOGA 429 



"for he did not know how to be beaten," and the "hammering" 
went on. Petersburg was attacked, again with great loss; and 
when it became evident that it could not be taken 
by assault, a siege was begun. Up to this time ^''^°*'^ . 

ri 1 -1 1 "hammering 

urant had lost about sixty thousand men. He has campaign" 
been greatly criticised for this campaign before before Rich- 
Richmond, especially for the attack at (bid Harbor, °'°°'^ ^^s^" 

,.,,,,, . ' May, 1864 

ni whu'ti lie lost twelve thousand men m a single 
half hour. Yet we must admit that, reckless as he seemed of 
the lives of his soldiers, and though little seemed to be accom- 
plished by their terrific 
assaults, he was slowly 
wearing Lee's army out. 
George Cary Eggleston, 
a well-known writer and 
a Confedcn-ate soldier 
during tlu^ war, has said: 
"But by the time that 
we [I>ee's army] reached 
Cold Harbor, we had be- 
gun to understand what 
our new adversary meant, 
and there for the first 
time, I think, the men in 
the ranks of the Army of 

Northern Virginia realized that the era of experimental campaigns 
against us was over ; that Grant was not going to retreat; that 
he was not to ])e removed from command because he had failed 
to break Lee's resistance; and that the policy of pounding had 
begun, and would continue until our strength should be utterly 
worn away. . . . AYe l)egan to understand that Grant liad 
taken hold of the problem of destroying the Confederate strenglii 
in the only way that the strength of such an army, so com- 
mandcnl, could be destroyed, and that he intended io continue 




A Canteen 

ThiM was carried by a Union soldier diirinR tin 
Civil War ; it was almost destroyed by bull'>t«. 



430 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 

the plodding work until the task should be accomplished, wasting 
very little time or strength in efforts to make a brilliant display 
of generalship. . . . We at last began to understand what Grant 
meant by his expression of a determination to ' fight it out on 
this line if it took all summer.' " 

It was after Grant had settled down to the siege of Peters- 
burg that the Confederate general Early was sent by Lee into 

the Shenandoah Valley. Here he was able to threaten 
The Confed- Washington, advancing close to the city and greatly 
Early alarming the people. Washington was very imper- 

threatened fectly guarded, and there was great danger of its 
Washington capture. Timely reenforcements prevented this mis- 
Penns ivania ^o^tune to the Union cause, and Early passed on 
towns across Maryland and into Pennsylvania, where he 

burned Chambersburg and carried off cattle and 
supplies. Early's triumphs, however, were short-lived. On 
August 1 General Sheridan was placed in command of the Union 
Sheridan sent forcos in the Shcnandoali, and in the middle of Sep- 
into the shen- tem])er he won two decided victories over the Con- 
an oa Valley fg^jpi-j^^-g forces; after which he went up and down the 
valley destroying ])arns and grain, driving off cattle, — indeed, 
doing everytliing in his power to carry out his instructions that 
"nothing should l)e left to invite the enemy to return." 

In the middle of October Early had so far recovered from the 
defeats Sheridan had inflicted upon him as to be again in fight- 
ing trim; and l)efore dayl)r(^ak on the 19th he succeeded in surpris- 
ing the Union camp. Sheridan himself was absent, being at 
Winchester, about fiftt^en miles away. He started leisurely on his 
return after breakfast. Soon, however, sounds of battle reached 
him, and as he hurried on he met fugitives from the field. Put- 
ting his horse to a gallop, he tried to stem tlie tide of retreat into 
which he soon rode. That he was successful in this shows how 
much a commander may accomplish on the battlefield by per- 
sonal ])ravery and magnetism. Waving his hat, and shouting 



(;RANT at VICKSBURd AND Cll ATTANOOOA 431 

assurances, "We'll sleej) in our old canip to-night, lK)ys! - 
Face the other way ! We're going hack ! We're going to lick 
them out of their boots!" — he dashed aloi\g, and by the sheer 
force of liis enthusiasm the men were rallied, turnetl, and fol- 
lowed him back, where the day was yet won and the Confederate 
army badly defeated. 

This realh^ ended the Confedf^ratc* liope of holding the valley, 
but it was not until ]\larch that the last of the fighting there 
took place. 

By that time Sheridan had swept the valley sy bare that "a 
crow flying across would need to carry his rations with him." 

THINCJS TO REMEMBER 

1. After a long canipuign, (iraiit captured Vifksburg, July i, lS(j.'?. 
This completed the opeuiiifr (,{ the Mississippi. 

2. Grant was placed in command of all the Western armies. Success 
in eastern Tennessee followed, and early in 1864 Grant was made com- 
mander in chief of all the armies of the United States. 

3. In the spring following his appointihent Grant took active command 
of the campaign against Richnioiid. For two months he fought hard and 
steadily, winning no victories, and with great loss to his army. The Union 
army, however, could bear these losses better th;in the Confederates could 
bear theirs. Lee's army was growing smaller and weaker, and no new 
recruits were to be had. 

4. Grant finally settled down to a siege of Petersburg. 

5. Sheridan defeated General Early in the Shenandoah Valley and 
swept the valley bare of supplies. 

THINGS TO READ 

1. "Sheridan's Ride," Read. 

2. "Uly.sses S. Grant" (Riverside Biographical Series), Allen, pp. 
G.5-103. 

THINGS TO DO 

1. Find the exact meaning of arsenal, base of supplies, drafting, assault. 

2. Discuss in class Grant's campaign against Vicksburg: What were his 
ditficulties? Why was his final victory so highly praised? What do you 



432 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 

think would have boon said of Grnnl if lie liiul not readied final .success in 
the campaign ? 

3. Review Grant's career up to this time. What good qualities had he 
shown as a general ? 

4. Compare the strength of the North and the South at this time: 
their armies in number and equipment, their wealth, their commerce, their 
industrial independence of other countries. How had conditions in the 
South changed since the early part of the war ? Had they changed equally 
in the North ? 

FOR YOUR NOTEBOOK 

1. Ulysses S. Grant. 

(Portrait) 

Grant was a native of . He was educated at and took pait 

in the War after he reached manhood. He then led an obscure and 

not very successful life until the outbreak of the Civil War. His first 

service after war came was — — . He then became and was stationed 

under General — — - in the Middle West. His first claim to fame was his 

taking of and . The battle of — — did not add to his rejjutatioii, 

but his campaign against showed him to be a strong commander. 

He was given command of and won success at — — . He was 

then appointed in March, 1864. 

2. Philip Sheridan. 

(Portrait) 

"He dashed down the line, mid a storm of huzzas, 
And the wave of retreat checked its course there, because 
The sight of the master compelled it to pause. 

H: :f: :|t * 4: 4: 

" Here is the steed that saved the day 
By carrying Sheridan into the fight. 
From Winchester, twenty miles away." 

— Thomas Buchanan Read. 

3. Place on your chronological chart, with dates, all engagements men- 
tioned in text since Antietam. 



XXII 

THE END OF THE WAR 

During the months that were occupied by the operations in 
the Shenandoah of which we have just read, General Sherman was 
doing important work farther south. 

On the same day in May, 1864, upon which Grant took up his 
march toward Richmond, Sherman, wdth one hundred thousand 
men, started from Chattanooga in the direction of „, , 

Atlanta, which was guarded at Dalton by General campaign 
Joseph E. Johnston with sixty-five thousand Confed- before Atlanta, 
erate soldiers. ^T^'^;. 

tember, 1864 

" It was generally understood by the public that 
Sherman's grand object in this campaign was the capture of 
Atlanta, the principal city of Georgia between the mountains and 
the seacoast," says John Fiske, " but Grant and Sherman well 
knew that a far more important object was the destruction 
or capture of Johnston's army, and this was likely to be no light 
task." 

For two months Sherman closely followed Johnston, who fought 
and fell back again and again, always skillfully and always occu- 
pying a strong position. The opportunity to destroy his army 
which Sherman watched for never came. At last Sherman was in 
sight of Atlanta, and Johnston, secure behind his fortifications, 
made ready to come out and attack him. 

Rut the ronf(Hlerate government, unal^le to see the wisdom 
with which Johnston had conducted the campaign, removed him 
from his command in favor of Hood, a "fighting general." It 
was expected that Hood would "fight vigorously," which he did 
with more valor than discretion, the result being three important 
2f 433 



434 xVMERICAN HISTORY FOR GRAMMAR SCHOOLS 

ballh's ;tiid many smaller engagements, Hood finally giving np 
the city, which Sherman (uitered September 2. 

The possession of Atlanta, however, was not enough. Hood's 
army must be captured or destroyed. So when Hood turned 




Confederate Money 



northward, Sherman followed. Soon, however, he decided to leave 

part of his army under General Thomas to undertake Hood's 

destruction, and himself turned back to Atlanta. After destroying 

the shops and factories which had made Atlanta of 

Sherman's , • i ^ ^ i- ^ 

march to the ^o much aid tt) the Confederacy, he started to carry 
sea, November out a plan he had long cherished. This was no less 
i6-Decem- than the cutting in two of what remained of the 
' Confederacy. This he accomplished by his famous 

march "from Atlanta to the sea." Spreading his army out to 
cover territory nearly sixty miles wide, he marched to Savannah, 
living on the country, and carrying off or destroying all things 
which would "aid or comfort" the enemy. 



THE END OF THE WAR 



43^ 



This march of 8herinau's was a great blow to the Southern 
cause; and the joy of the North when the news of his arrival in 
Savannah came was iloubly great, since more than a montii had 
elapsed after the army left Atlanta before any news of it was 




The 
Union 
army de- 
stroyed 2fi5 
miles of railroail 
and many thousand 
bales of cotton ; morr; 
than 10,000 horses and 
mules were carried awav. 



Sherman's March 



received. Three days before Christmas President Lincoln received 
tiie following telegram: — 

" I beg to pivsont lo j'ou as a Christmas gift the city of Savannah, witli \r,\) 
heavy gun.s and plenty of anummition, also about t\V(>n(y-five thousand 
bales of cotton. " — W. T. Shrh.max, Ma.iok Oenkral. 

While Sherman was triumphuntiy marching across Georgia, 
Thomas was facing Hood in Tenne.ss(H\ On the last day of 
Noveml)er, Hood attacked part of Thomas's army at _,, 

. , ^ Thomas won a 

Franklm, but gained nothing in the battle. Thomas great victory 
then compl(>1ed the work already begvm of gathering at Nashville, 
his troops together at Nashville, Hood following iiixd i>ecember 15, 
laying .siege to the city. 

Otv the l.'ith of December Thonias made an attack, and 



436 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 



succeeded not only in defeating Hood but in scattering his army. 
The fighting in the West was now practically completed, and 
Sherman was left free to join Grant, who had all this time, as 
Fiske expresses it, been "detaining Lee at Petersburg until the 
whole of the Confederacy should be knocked away from behind 
him, leaving him in the air without a prop." 

Admiral Farragut had his share in this knocking-away process. 
With his ships he boldly entered Mobile Bay, by this time the only 
port from which blockade runners could ply their 
trade; overcoming the Confederate fleet, capturing 
the forts, and thus sealing up the last opening in the 
blockade. The battle of Mobile Bay shows us the 
gallant admiral in the greatest fight of his life. The 
bay was guarded by forts, by a small fleet, — which, however, 
included the Tennessee, a ram larger and more formidable 



Farragut 
closed Mobile 
Bay to block- 
ade runners, 
August, 1864 




Farragut at Mobile Bay 



THE END OF THE WAR 



437 



than the Merrimac, — and by submarine torpedoes, then little 
known and much dreaded. The Hartford, the admiral's flagship, 
was in the thickest of the fight; and throughout the battle Farragut 
remained high in the rigging to get a view above the battle smoke. 
There he was lashed to the shrouds 
by a watchful sailor, lest, wounded, 
he should fall. 

The Tennessee proved a formidable 
antagonist, and the fight was at close 
quarters. Every ship in the Union 
fleet sought, in its turn, to run down 
the Tennessee ; one of them, missing 
the foe, crashed into the Hartford, 
which narrowly escaped sinking. By 



l^vr.lKAM 



fC-"'-= 





The Blockade of the Southern Coast 



this time, however, the Tennessee was disabled, and the worst 
part of the fighting done. 

The end of 18G4 saw the Confederacy nearing the end of her 
resources. TIk^ territory in Confederate hands was now less than 
half that under their (;ontrol at the beginning of the war, and 
what they still held had been cut in two by Sherman's march to 
the sea. The l)lockade was now practically perfect, and it grew 
more and more difficult to provide supplies for the army. Lee's 



438 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 

soldiers were slowly but steadily decreasing in numbers, through 
death, sickness, and even desertion. For the South had reached 
the point of profound discouragement. Yet the leaders were 
not ready to give up, and the spring of 1865 foinid the war still 
going on. 

We must not think of Grant's army as lying entirely inactive 
through all the long months he had been before Petersburg. 




The Confederacy at the Close of 1864 
Notice how once more the Confeilerate territory is cut in two. 



Slowly but surely he had been wearing away Lee's strength. As 
far back as July, 1864, Grant had said to the President : "I am 
as far off from Richmond now as I shall ever be. I shall take 
the place; but, as the rebel papers say, it maj^ require a long 
summer's day." 

Now that day was wearing to a close. Sheridan had returned 



THE END OF THE WAR 439 

from the valley to strengthen Grant, and Sherman had marched 
up from Georgia througii the Carolinas, destroying crops and 
at last cutting off completely Lee's communication j^^ j^^^ ^^ 
with these states. Starvation stared Lee's army in of Grant's 
the face. The line occupiedhy Grant's one hundred campaign be- 
and twenty thousand men was now extended until '^'^^ ^ °"*^ 
it is said that Lee, with only Hiiy thousand soldiers, had to spread 
them out so that he had less than a thousand men to a mile. 
There was some sharp fighting, and on April 1 Sheridan suc- 
ceeded in breaking througii the line at Five Forks. 

Lee felt that he could no longer hold Petersburg, and giving 
up that place meant also giving up the capital. The Union lines, 
however, did not shut Lee in on ev(M'y side, and no Lee's attempt 
thought of surrender was in his mind. To escape to escape, 
through the opening between the James and Appo- ^^"^ ^' ^^^^ 
mattox rivers, and join Johnston, who had l)een rej)laced as 
commander of the renmant of Hood's army, was his plan. Then 
as a last resort th(>y might plact^ themselves in the Virginia moun- 
tains. Here, as Lee said, they might defy the LTnion armies "for 
twent}' years." 

On the night of April 2, Lee Avithdrew from Richmond and 
Petersburg, Union soldiers taking possession the next morning. 
Grant, however, did not stop to enter the city, but Lee's surren- 
hurried after Lee. The closing scenes of the war der, April 9, 
were at hand. In less (han a week Grant had the ^^*^5 
Confederate army completely hemmed in. Ragged, hungry, foot- 
sore, biit yet uncon(iuered in spirit, Lee's men made their stand. 
Lee took his last chance and ordi'red an attempt to break through 
the Union front. But the way was blocked by a far greater 
h^rce than could be overcome. There was nothing possible but 
surrender, and Lee bowed sadly t() his fate. His interview 
with Grant took place; in the litt le village of Ap})omattox Court 
House, rjrant, describing the meeting, says: "My own feelings, 
whicli had been quite jubilant on the receipt of Lee's letter, were 



440 AMERICAN HISTORY FOR GRAMMAR SCHOOL^ 



sad and depressed. I felt like anything rather than rejoicing at 
the downfall of a foe who had fought so long and so valiantly." 
The terms of surrender were generous in the extreme, and Lee 
accepted them with gratitude for his men. Returning sorrowfully 
to his soldiers, he bade them farewell. " We have fought through 
the war together," he said; " I have done the best I could for you. 




'TCilljaiD8.Eiiii.Co..^.I. 



The Confederacy, April 1, 1865 



My heart is too full to say more." The next day the army dis- 
banded and the men returned to their homes. 

This surrender was not really the end of the war, since there 
were other Confederate forces in the field. But Lee's army had 
been the center of resistance, and its fall was soon followed by the 
surrender of Johnston to Sherman, April 26. On the 4th of May 
all troops remaining east of the Mississippi were surrendered, and 
on the 26th of the same month the soldiers west of the Missis- 



THE END OF THE WAR 441 

sippi. The war was now over. The Confederacy had perished; 
the death l)low to slavery had been struck. 

TJHNCS TO REMEMBP]R 

1. During the .summer of 1864 General Sherman conducted a campaign 
against Johnston in the neighborhood of Athmta. Sherman captured 
Atlanta, and from that point started on his famous march to the sea, reach- 
ing Savannah before Christmas. The march cut in two the territory whicli 
now remained in Confederate hands. 

2. Meanwhile General Thomas had succeeded in defeating the army of 
General Hood, who had been appointed in Johnston's place. This ended 
the fighting in the West. 

3. Admiral Farragut closed Mobile to the blockade runnei-s, making the 
blockade practically perfect. 

4. Sherman and Sheridan were now free to join Grant befoi'c Peters- 
burg. Grant's line was extended until Lee's men were obliged to cover 
many miles (jf territory. Sheridan broke through the line, and Lee was 
obliged to give up Petersburg and Richmond. 

5. Lee attempted to escape through the valley between the Appomattox 
and the James, but Grant overtook him and, hemming him in, forced his 
surr(>nder. This practically closed the war. There was no more fighting. 

THINGS TO READ 

1. "Robert E. Lee," Trent (Beacon Biographies). 

2. Surrender of Lee, in "Source Book nf American History," Hart, 
pp. 329-333. 

3. "Abraham Liiu-oln," Moores, pp. 100-122. 

4. " Abraham Lincoln," Hapgood, pp. 37.5-398. 

5. " Reminiscences of Peace and War," Pryor, pp. 319-337, 3.54-360. 

THINGS TO DO 

1. R(;view the war by years, using the maps. 

2. Review the war by battles, naming the important engagements in 
their order, telling which side won in each case. 

3. Make a list of the generals on each side. With what especial work 
do you associate each ? 

4. Place the events from the capture of Vicksburg to the surrender at Ap- 
pomattox in their proper columns on your chronological chart. Give dates. 

5. Find out about the capture of Jefferson Davis, his imprisonment, and 
his subsequent life. 



442 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 

FOR YOUR NOTEBOOK 

1. William Tocuinseh Shcrma.a. 

(Portrait) 

2. Ulysses S. Grant. 

II 

(As Commander in Chief) 

"I propose to fight it out on this line if it takes all suinm(>r." 
"I shall take the place; but as the rebel papers say, it may require a 
long summer's day." 

''Grant — always homely and unimpressive . . . informal to the point of 
negligence about all details of dress and manner, yet withal simple, intrepid, 
honest, with an eye single to the great purpose he had adopted." 

— J. K. HosMER, in "The Outcome of the Civil War." 

3. Robert E. ^ee. 

(Portrait) 
"The chosen hero of the Southern people." 

OUTLINE 

VII. Secession and War between the States, 1860-1S6.5. 
At Secession and attempts at conciliation. 

L South Carolina secedes, December, ISfiO. 

2. The Crittenden Compromise i , ^. , ., , 
rru Tj r< *• H)oth tailed. 
The Peace Convention J 

3. Secession of six more states by Fel^ruary, 186L 

4. Formati(jn of the Confederacy, February S, 1S6L 

5. Seizure of Southern forts belonging to United States by 

Confederates; no resistance except at Fort Sumter. 

0. The Southern argument for .secession ; the Nortlieni |)osition. 
7. The inauguration of Lincoln. 

.S. Relief .sent t(j P'ort Sumter; lali of Hit- fort ; war lu-gun. 
B. The War Ix-tween the States (April 14, ISOl-April 9, 1S().'">). 

1. Conditions in North and South; preparations for war. 



TllK END OF THE WAR 443 

2. Union i)laia of war. 

a. Defense of Washington and caplure of Kicliniond. 

b. Blockade of Southern ports. 

(•. The opening of the Mississippi. 

3. First year of the war (April, ISGl-April, 1.S02). 

(t. The Army of the Putoniac; liull Rnn; .McCicllaii m.ulc 
connnander; drill, hiil no ii^htin^. 

b. In the West: Forts Henry and Doni'Ison; first break in 
Confederate line; Shiloh; Kentucky and most of Tennessee 
reclaimed to the Union. 

c. On the sea: blockade; Merrinuic and Monitor; capture of 
New Orleans. 

4. Second year, (.Vpril, lS()2-ApriI, 18(13). 

a. The Army of fh(; Potomac; the Peninsular Campaign; 
second battle of Bull Pun; Antietain. 

b. The Emancipation Pinclaniafion. 

c. On the sea: {\\q. Alabama ; blockade strengthened. 

5. Third year (ApriJ, 18();5-1,S64). 

a. The Army of the Potomac: Fred(>ricksl)urg; Chancellors- 
ville ; Gettysburg. 

h. In the West: Grant's campaign before Vicksburg; the Mis- 
sissippi opened; Chickamauga; Lookout Mountain; Mis- 
sionary Ridge. 

c. Grant made commander in chief, March, 1864. 

6. Last year (April, 1864-April, 1865). 

a. The Army of the Potomac: the "hammering campaign" 
against Richmond; battles of the Wilderness, .Spottsyl- 
vania, and Cold Harbor; siege of Petersburg. 

b. Sheridan in the Shenandoah Valley. 

c. Sherman in the South : Atlanta captured; the march to the 
sea. 

(L Thomas at Nashville. 
e. Farragut in Mobile Bay. 

/. Closing in of the Union forces around Lee; his surrender; 
the war ended. 



XXIII 

THE COST OF THE WAR 

The final success of the Union armies in tiie War brouglit 
great and lasting benefits to the country. But the good was 
gained at an immense cost to both North and South, It would 
be impossible to estimate in figures the entire money cost, or to 
express in words the suffering and deprivation occasioned. 

At the time of Lee's surrender about a million men were under 
arms for the defense of the Union. Records show that more than 
three hundred thousand had died, while many thousands more 
had lost limbs or eyesight, or had returned home with enfeebled 
health. In the South there were fewer soldiers, but the death 
rate was even greater. Probably not far from a million men laid 
down lives or health, for the Union on the one hand, for the dearly 
loved South on the other. 

Money, too, was spent in almost incredil)lc sums. The cost 
of maintaining the Union army soon came to be nearly two mil- 
lion dollars a day, and the government was forced to take stejjs 
to meet such unusual strain. Millions of dollars were raised by 
taxation. The tariff was increased and land and incomes taxed, as 
well as most of the commonly used luxuries of dress and the table. 
Thus every one, willingly or otherAvise, helped to support the war. 
Even this, however, was not enough and immense sums had to 
be borrowed by the government. These loans were secured by 
the sale of bonds, and by the use of paper currency issued directly 
by the government or through a new system of national banks 
authorized by Congress. The amount of money spent is esti- 
mated at from six to ten billions of dollars. The national debt 

444 



THK COST OF THE WAR 445 

at the close of the war wan more than forty times as great as it 
had been in 18G1. 

But the money spent to sustain the war, and even the loss 
of Ufe, were but parts of the cost. In the South thousands of 
homes were l)roken uj), l)uildings destroyed, and crops spoiled; 
the best people, sometimes all the peo))le, in many connnunities, 
were on the verj>;e of starvation; fortunes in slaves were lost 
wlieu the sla\'es were set free; i)lantutions lay idle for lack of 
negroes to work the land; the |)eople liad to face the serious and 
difhcult })r(jl)lem of organizinji; a new industrial system to take 
the place of slavery. Everywhere were want and devastation; 
everj'Avhere discouragement and mourning for "the Lost Cause." 
The South was completely crushed by its defeat. 

In the North, on the other hand, business was nourishing, for 
the war had increased the demand for many things manufactured 
there. There was work for all who wished, but prices ^j^^ ^^^^^ ^^ 
for necessities were high, and suffering therefore came the war on 
to the poor. The farmer prospered, getting higher and business in 
higher prices for his produce; manufacturers made 
fortunes by the increase of business brought by the higher tariff 
on imported goods. No devastating armies marched on Northern 
soil, no battles l)rought death and destruction to the very doors 
of Northern householders. While grief for lost ones came to 
thousands of Nortlu^rn homes, the horrors of actual warfare w(>re 
far away. 

Perhaps one of the gr(^atest losses to both North and South 
came in an event which followed by less than a week the sur- 
render of Lee. This event was no less than the assas- xhe assassi- 
sination of President Lincoln, — ^ just at the moment nation of 
when the nation needed him most. The North Lincoln 
needed his calm wisdom to guide it in the moment of triumph. 
The South needed his loving sympathy to protect it in its 
defeat. And yet he was killed — by a man who believed he was 
doing the South a service, and avenging its wrongs. 



446 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 

On the evening of April 14, in the midst of the joy oeca- 
sioned by the news that Lee had surrendered, Lincoln was shot 
while at the theatre by John Wilkes Booth, an actor and an 
ardent sympathizer with the South. Lincoln died after a few 
liours, and the joy of the country was at once turned to deepest 
grief. People had been slow to see the wortli of Lincoln, l)ut now 
his greatness was at last appreciated, and he was truly mourned. 
Even in the South, wise men saw at once that the South had lost 
her warmest friend; and the sad days which followed the war 
showed that this was true. 

For two days the Ijody of the great man lay in state in the 
Capitol, — then began the sad journey to Illinois. Following the 
same route which Lincoln had taken when he came to Washington 
to ]:)e inaugurated, the funeral train stopped at mau}^ places on 
the way, that the sorrowing people might look on the face of their 
loved leader. It was nearly three weeks before his body reached 
its last resting place in Springfield, his western home. 

Poets, historians, and orators have said great and beautiful 
things about Abraham Lincoln. That he was wise, all agree; 
and not only wise, but good; and these two quahties — wisdom 
and goodness — had made him the savior of the LTnion. His own 
words, "with malice toward none; with charity for all; with 
firmness in the right, as God gives us to see the right" may be 
fitly used to describe himself. When in 1861 Lincoln came to 
the presidential chair, few could have foretold that his fame 
would be world-wide; but such it is, and will be in the ages to 
come. 

The war was over, and in spite of all the blood spilt and money 
silent and suffering l^orne, — in spite of the nation's great loss in 
losing Lincoln, — the result gained was worth the sacrifice. The 
Union was saved and human slavery was dead. The nation had 
Ix'come a "nation dedicated to freedom" in truth. The years 
which followed the war brought perplexing problems, and the 
people of the South suffered, — indeed, to a certain extent are 



THE COST OF THE WAR 447 

still suffering, — while tlie answers to these problems are being 
worked out. But the "New Union" has fully justified the 
struggle. 

THINGS TO REMEMBER 

1. The cost of the War to both sides reached iiniiieiise figures: not 
far fniin a inilHou men, from six to ten billions of dollars, and ruin to almost 
the entire South, with the desolation of war. 

2. The whole country sustained a terrible loss in the death of Lincoln, 
April IF), 1865. 

A. The results of the war were f^reat, and worth even the great sacrihce. 
The Union was preserved, and slavery was dead. 

THINGS TO READ 

1. " History of the United States," Rhodes, Vol. V, pp. l:jS-lll. 

2. " .\brahani Lincoln," Hapgood, pp. 404-419. 
H. " Abraham Lincoln," Moores, pp. 12'S-1'.V2. 

I. " School History of the United States," McMaster, pp. 419-421. 

5. " A History of the American People," Vol. IV, Chapter V (Selections). 

G. " l*oems of American History," Stevenson, {)p. .5.'57-514. 

THINGS TO DO 
1. Review Lincoln's life. 

FOR YOUR NOTEBOOK 

Abraham Lincoln, the Maktyk rKKSioENT 

(Portrait) 

"O Captain! my Captain ! our fearful trip is done, 
The ship has weathered every rack, the prize we sought is won, 
The j)ort is near, the bells I lu>ar, the people all exulting. 
While follow eyes th(! sl(;ady keel, the vess(;I grim and daring. 
****** 
" MkuU, O shores, and ring, O b(41s I 
But I with mournful tread, 
Walk the deck my Captain lies, 
Fallen cold and ilead!" 

— Walt Whitman. 



RECONSTRUCTION 
XXIV 

RECONSTRUCTION PROBLEMS 

When Lee laid down his sword at Appomattox, War between 
the States came to an end. And yet we must realize that while the 
war had solved the problems of secession and slavery, it had 
brought new problems to both North and South. No great war 
leaves behind it the conditions which prevailed when it began. 

In 1865 the great problems before the country were: — 

In the Northern states : — 

1. To return to peaceful occupations the great armies gathered 

for the war. 

2. To adjust the taxes and the tariff to meet the conditions of 

returning peace. 
In the South : — 

1. To bring back prosperity to people and to communities 

ruined by the war. 

2. To reestablish civil government. 

3. To provide for the millions of freedmen who were \vithout 

means of existence. 

4. To build up a new industrial system, in which the negroes 

should find useful places. 

5. To bring about harmony in the new relations between freed- 

men and their former masters. 

Of these the Northern questions were easy of settlement com- 
pared with the Southern problems ; and while the War and Treas- 
ury departments went on with the work of adjustment to newly 

448 



RECONSTRUCTION PROBLEMS 449 

returning conditions of peace, the people of the Northern states 
went on quietly with their everyday affairs. 

On May 1, 1865, over a milhon soldiers were in the ranks of 
the United States army. On May 28 and 24 a large part of these 
men took part in a "grand review" at Washing- Mustering out 
ton, marching down Pennsylvania Avenue from the the Union 
Capitol, and passing the White House, where Presi- soldiers; the 
dent Johnson and General Grant stood to review 
them. Then began the work of ''mustering out" the volunteers. 
By the middle of November eight hundred thousand had been re- 
turned to their homes; by June, 1860, more than a million, and 
before the end of that year the volunteer army had passed out 
of existence. We shall read of "miHtary o(;cupation" of the 
South after this time, but umst remember that only the regular 
army remained for such work. 

In the South conditions were far different. The Southern sol- 
dier returned in most cases to a home desolated by war. He had 
neither slaves to work his plantation nor money to Conditions in 
provide necessities for his family. Many of the the South 
negroes, faithful though they had been while war lasted, had now 
left their former homes, expecting all sorts of wonderful fortime 
to come to them from the government which had set them free. 
There was a general im{)ression among them that they were to 
be "taken care of," and their simple trust was both ludicrous 
and pathetic. They w(M'e unwilling to make agr(>ements to work, 
many of them hanging about the army camps, waiting for thi; 
"forty acres and a mule" which they confidently looked for from 
the government. These unsettled conditions made it doubly 
hard for the Southern whites, and helped to strengthen their belief 
that the negroes would never become worthy members of society 
unless they were closely controlled by the white people. 

Neither C'ongress nor President Lincoln had waited for the war 
to come to an end before consideiing the question of the "recon- 
struction" of government in the seceded states when they should 

2o 



450 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 



Reconstruction 

discussed 
while war 
was still in 
progress 



be conquered. When secession came, the senators and repre- 
sentatives from the seceded states had withdrawn from Congress, 
with almost no exceptions. Congress through the 
war, then, was a body of Northern and. border state 
members. The question as to what should be done 
with the Southern states came up early among 
them. Various opinions were expressed. Thaddeus 
Stevens, a representative from Pennsylvania, and the leader of 
the Republicans in the House, believed in treating the Southern 

states as conquered provinces. Few, 
however, at this time expressed views 
as strong as this. Lincoln always be- 
lieved that if states had no right to 
secede, they must still be in the 
Union, in spite of the secession, and 
that conquering them meant simpl}'' 
rescuing their government from the 
people in rebellion and giving it into 
the hands of those who remained 
loyal. It was this l^elief which led to 
Lincoln's plan of reconstruction. 

This plan provided that state gov- 
ernment should be resumed in any 
state where one tenth of the people 
were willing to take an oath of loyalty to the Constitution and 
Lincoln's plan the laws, promising also to abide by the acts of 
for reconstruc- Gougress and the proclamations of the President in 
^^"'^ regard to slavery. This one tenth of the people 

might hold elections, and send members to Congress. In Decem- 
ber, 1863, Lincoln issued an "Amnesty Proclamation" outlining 
this plan, and under its provisions state governments were 
formed in Louisiana, Arkansas, and Tennessee. 

A large majority, however, of Congress, looked upon the Presi- 
dent's action as interference in what ought to be the work ol' 




Thaddeus Stevens 



RECONSTRUCTION PROBLEMS 451 

Congress. Much was saitl hy thcni of his " j^ovcrniucut by proc- 
lamation," and his "shorthand method of reconstruction." The 
newly elected nieinl)ers from Louisiana, Arkansas, and Tennessee 
were denied admission by both houses, and (\)iisn\ss went io 
work at once to I'onii a phin of its own for reconstruction. 

There was much difference of opinion even in Congress On the 
subject, Init Sumn(M- in the Senate, and Stevens in the Hous(>, 
gradually came into control, and their extreme views The Congres- 
are seen more and more as time passed, in the acts sionai Plan 
of Congress. The Congressional Plan, as it is called, was l)ase(l 
on the id(>a that if the Southern states were allow(Ml to return to 
the Union before laws had been made in regard to slavery and 
for the protection of the freedmen, the results won by the war 
would all be lost. Tlien, too, argued the ra<lical i:)arty in Con- 
gress, should " tlie rel)ellious states be allowed to return with no 
])unishment for the trouble they had brought ui)on the country?" 
The seceded states wei-e out of the Union — had ''committed 
suicide " ; and no new state government could be formed until a 
majority of the people in a state w<'re ready to take the oath 
of allegiance. \Mien that time came. \\\v peoph^ might form a 
new state constitution, which should (1) " forbid slavery forever, 

(2) shut out from ])olitical power all who had been rebels, and 

(3) prohibit the jmyment of Confederate debts." Then the state 
might apply for readmission, which should be decided on not by 
the President, but by Congress. 

The Reconstruction Act passed by Congress eml)odied this plan. 
These were far more severe terms than President Lincoln had 
made. When Lincoln failed to sign the bill, the feeling against 
him in Congress became bitter, but this happened at the very end 
of the session, and four months passed before Congress (!ame 
together again in December, 1864. Then Lincoln in his message 
urged a constitutional amendment abolishing slavery. This was 
passed by Congress, and sent to the states to be ratified. Con- 
gress now set to work to frame a new Reconstruction Act. But 



452 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 

there was much argument and disagreement. By this time the 
radicals had gone far enough to urge that no state should be re- 
admitted until the people should promise to allow the negroes to 
vote. This provoked much discussion, and the session came to 
an end with nothing done, March 3, 1865, only a few weeks before 
Lee's surrender and Lincoln's death. 

THINGS TO REMEMBER 

1. The leadjustinont of Mie North to I'eturning peace was easily ac- 
coinpH.shed. 

2. In the South harder questions came up for settlement. The chief 
problems were to reestablish state governments, to provide for the freed- 
men, and to adjust the relations between them and their former masters. 

3. The question of "reconstruction" was considered as early as -1863. 
President Lincoln favored resuming the state governments in the seceded 
states as soon as one tenth of the people in them should take an oath of 
allegiance to the Constitution, ('ongress differed from the President, and 
passed a Reconstruction Act, making far more severe terms. This bill 
failed to become a law because the President did not sign it. 

THINGS TO READ 

1. " A Short History of the United States," Bassett, pp. .594-599. 

2. " History of the United States," Rhodes, Vol. V, pp. 46-59. 

THINGS TO DO 

1. Find the meaning ol freed men, mustering out, reconstruction, provinces, 
allegiance, constitutional amendment, radicals, amnestg. 

2. Discuss in class : — 

(1) What danger was possible to the North if Lincoln's plan for re- 

construction had been adopted ? 

(2) How might the Southern people have profited if Lincoln had 
lived and had carried out his plan for reconstructi(jn ? 

(3) Why did Thaddeus Stevens believe in the treatment which he 

recommended for seceded states? 

FOR YOUR NOTEBOOK 
Reconstruction Problems 
In the North — - to disband armies and to readjust taxation. 
In the South — to provide for ruined communities and for freedmen, 
to reestablish civil government, to form a new industrial system, to adjust 
relations between freedmen and former masters. 



XXV 



RECONSTRUCTION ACTS 



Andrew John- 
JjlllCOlll S son became 



April 14, 1835. 
He at once 
went to work 




It is difficult to attempt to say what would have happened 
hatl Lincoln lived to carry on the work of reconstruction. Andrew 
Johnson, who had been elected 
Vice President at 
reelection in 1864, and wlio President 
now came to the presidential 
chair, was far less able to solve 
the great (luestion. Where on the recon- 
Lincoln was patient and tact- struction 
ful, Johnson was headstrong 
and hot-tempered. Where Lincoln tried 
to go no faster than publico opinion could 
follow, Johnson talked grandly of " my 
policy," and paid no attention to what the 
people thought. Lincoln was. a Northern 
man and knew Northern sentiment; he 
was a Republican, who had had no small 
share in making the party. Johnson was 
a Southerner and a Democrat, who had l)een nominated by the 
Republicans in 1864 merely to help win Democratic and border 
state votes. 

Then, too, the situation had changed somewhat. Lincoln had 
held and had used great power during the war. But war was 
now ended, and no need for ''war measures" remained. John- 
son became President in April. Congress would not meet until 
Decemljcr unless the President called an extra session, as he was 
urged to do. Johnson, however, had no desire to lean on Cou- 

453 



Andrew Johnson 
Elected Vice President, 18(il ; 
became President upon 
Ivincoln's death, serving 
nearly four years, 186,">- 
180',). 



454 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 



gress, and he proceeded to issue a new "Amnesty Proclamation," 
much like Lincoln's; to raise the blockade; to collect the tariff; 
to carry the mails; and to set into motion the machinery of the 
United States courts in the South. Temporary governors were 
appointed, and the people willing to take an oath of loyalty 
elected legislatures and members of Congress. 

AVhen Congn;ss assembled in December, 1865, the radicals wer(! 
stronger than ever. All through the summer months they had 

watched Johnson's 
reconstruction work 
with growing disap- 
proval. They had 
scarcely assembled 
when the bitter quar- 
rel began which was 
to last as long as the 
administration. Con- 
gress at once refused 
to recognize the 
members from the 
eleven reconstructed 
states. They argued 
that in these states 
the new legislatures 
had passed laws to 
oppress the negroes, 
and that this showed 
how unsafe it was to admit these states on such easy terms. 
They would soon have the negroes enslaved again, argued Sumner 
and Stevens. 

It is true that laws were passed by Southern legislatures which 
bore heavily upon the negroes, and in some cases this may havt^ 
been from a feeling of malice toward them. But most of the laws 
compelling the colored people to work simply show the fear of 




Birthplace of Andrew Johnson 



RRC()NvSTRl]CT[()N ACTS 455 

the Southern whites that, unless (»l)liKe(| to work, llie negroes 

would beeome vagrants and paiipers. 

Congress had niucli synij)athy for the negroes and little, if any, 

for the Soutliern winters. To protect the negroes it passed the 

Civil Rights l)ill; tlie Freednien's Bureau bill; and, ^ ^ 

" . Important 

more important tliaii either, the Fourteenth Amend- reconstruction 
ment to the Constitution was sent to the states for acts passed by 
ratification. It was ratified and became part of the Congress, 
Constitution in July, 1868. This anuMidnuMit guaran- 
teed to the negro the rights of citizenship; it also made it for the 
advantage of the Southern states to give the negroes the right to 
vote, though it did not force this requirement upon them. 

All these acts of Congress were made law "over the President's 
veto"; that is, were repassed by a two thirds majority after he 
had vetoed them. That the radicals were able to control two 
thirds of both houses shows how strong they had become. They 
now went on to require of the Southern states asking readmission 
to the Union that they should ratify this Fourteenth Amendment. 
Tennessee did so, and was readmittetl in July, 1866. The other 
ten refused to do so, and remaincnl without. 

The President and those who believed as he did that Congress 
had no right to keep states out of the Union, for any cause, were 
Ivitter in their feeling toward Congress. Johnson made a tour 
through the middle West, making many speeches in which he 
fiercely attacked Congress. ''A Congress of only part of the 
states," he called it, and " & Congress violent in breaking u)) the 
Union." These were among the mildest of the terms he used, 
and he and his cause lost many friends by the violence of his 
language. 

When Congress met in Decend)er, 1866, it was wrathful against 
the President to the point of violence like his own. No such 
quarrel between two branches of the government had ever taken 
place before. Congress went on with its reconstruction work, 
and it also took means to insure the humiliation of the President 



456 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 

in every way possible. The Reconstruction Act of March, 1867, 
shows the complete control of the radicals over Congress. They 
The great were no longer content to readmit states which 

Reconstruction should guarantee civil rights to the negro, and should 
Act, passed agree to exclude from office all who had l^een in 
^"■^ ' ^ 7 rebellion ; the new law, passed as usual over the 
President's veto, demanded in addition the granting of negro 
suffrage as a condition for readmission; and until this should 
be given, the ten states still unreconstructed were to be held 
under strict military rule, their identity as states being lost by 
division of the whole South into five military districts. 

Johnson had stood stubbornly by his policy of mercy to the 
conquered, and by his belief that the people of the South might 
be trusted to take up their government again and to do justice 
to their former slaves. His greatest fault lay in his lack of self- 
control when his policy was opposed, while the leaders of Con- 
gress showed much the same spirit. Fearing, or professing to 
fear, that Johnson would not execute the laws it had now passed, 
Congress tried by every means in its power to restrict the Presi- 
Tenure of dent's power. The height of this restriction was 

Office Act, reached in the Tenure of Office Act, which forbade 
^^^'^ the President to remove any Federal officeholder 

without the consent of the Senate. Thus, even a cabinet officer 
might remain as an adviser of the President, however bitterly 
they might disagree, and the President could not get rid of him 
unless the Senate agreed. 

Johnson denied the right of Congress to pass such an act, and 
the time soon came when he felt the injustice of it sorely. The 
Secretary of War, Edwin M. Stanton, was not a friend to John- 
son, being strongly in sympath^y with the radicals in Congress. 
For a long time Johnson felt that Stanton was really a spy for 
Congress in the cabinet meetings. At last, in August, 1867, 
Johnson asked for Stanton's resignation, and when it was refused, 
suspended him from office. The Senate, however, refused to 



RECONSTRUCTION ACTS 457 

agree to liis removal. This l)rought tlie louji; (niarrel to a climax. 
.Johnson ordered Stanton to give up the offie<\ Stanton refused. 
Congress, whieli for a 3'ear past had been striving in,peachment 
to find in .[(^hnsoii's course some illegal act for which of the Presi- 
h(^ might Ix^ impeached, seized triumphantly upon <^^"*' Febru- 
his failure to obc}' the Tenure of Office Act, and ^^^' 
in February, 1868, the impeachment of the President for "high 
crimes and misdemeanors" in office was resolved by the House. 

The trial, which lasted for nearly two months, attracted wide- 
spread attention, but it failed to convict Johnson of any of the 
charges against him. One vote more than those cast for con- 
viction would have decided the case against him, so his escape 
was narrow. The radicals, having failed to get rid of him, as 
they had hoped, paid little further attention to him, and the 
rest of his term passed without incident. 

Soon after Johnson's acquittal the nominating conventions for 
the approaching presidential election took place, hi the Repub- 
lican platform we find the Congressional plan of reconstruction 
strongly indorsed, and Johnson strongly condemned. "We . . . 
regret the accession to the presidency of Andrew Johnson, who has 
acted treacherously to the people who elected him, and the cause 
he was pledged to support ; . . . who has refused to execute 
the laws; . . . who has been justly impeached for high crimes 
and misdemeanors, and properly pronounced guilty thereof by 
the vote of thirty-five senators." The Republican candidate 
was General (Jrnnt, who since the war had been the national 
hero. 

The Democratic })latf()rni condcnuuMl tlu^ reconstruction acts of 
Congress as "unconstitutional, revolutionary, and void," and dc- 
nuuided "immediate restoration of all the states to their rights in 
the Union under the Constitution, and of civil govermnent to 
the American people." Furthermore, it held uj) the President for 
praise in the following words: "That the President of the ITnited 
States, Andrew Johnson, in exercising the powers of his high office 



458 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 

in r(!sistii)g the aggressions of Congress ... is entitled to the 
gratitude of the whole American people." 

The Democratic candidate was Horatio Seymour, long promi- 
nent as governor of New York, and one of the strongest and best 
men of the Democratic party. His chance of election, however, 
was small in view of the great popularity of Grant, who became 
President March 4, 1869. 

THINGS TO REMEMBER 

1. After Lincoln's death, Andrew Johnson, who had been elected Vice 
President, came to the presidential chair. Johnson was a Southern man, 
but a strong Unionist. 

2. Johnson's plan for reconstruction was much the same as Lincoln's. 
He, however, was less tactful than Lincoln probably would have been in 
carrying it out, and soon came into conflict with Congress in regard to it. 

3. "The presidential plan" was put into operation by Johnson without 
waiting for Congress to meet. When Congress did meet it refused to accept 
this reconstruction, and formed a reconstruction policy of its own. 

4. The "Congressional plan" made it much harder for the seceded 
states to be restored to the Union. To protect the future of the negroes the 
Thirteenth and Fourteenth amendments were passed. States wishing to be 
restored were required to ratify these. Tennessee did so, and was re- 
admitted in 1866. 

5. The quarrel between the President and Congress became violent, 
and the President was finally impeached. 

6. The principal ground for impeaching the President was for hi.'! failure 
to obey the "Tenure of Office Act," which Congress had passed on purpose 
to reduce his power. The impeachment failed, by only one vote, however. 

7. Public opinion in the North supported the radicals in Congress. 
Their candidate for President, General (irant, was elected by a large ma- 
jority in the electoral college. 

THINGS TO READ 

1. "A Short History of the United States," Bassett, pp. .'SDO-OIT. 

2. " Source Book," Hart, pp. .3.36-35L 

.3. " American History," Ashley, pp. 431-441. 



R ECON ST K U CT lUN ACTS 



459 



THINGS TO DO 

1. Find the incuiiiiig of policij, temporurij, vmjrants, paupers, huinilia- 
(um, sii[l'ruyf, impenched, acquittal. 

2. R('\i(_'\\ the reconstruction measures taken by Lincoln. Form an 
opinion in regard U) the plans of President Johnson and Congress. Which 
seems to you the most wise and just? Suppoil your opinion by reasons. 

;i. Look up in the Constitution (Appendix) the provision for impeach- 
ment of a President. What other officers may be impeached ? 

4. Make an estimate of Johnson's character. In wliat ways did he 
seem to lack understanding of the dignity of his office ? What were his 
good (jualities? 

FOR YOUR NOTEBOOK 
Reconstruction 



The Presidential Pl.'^n 


The Congressional Plan 




I. In 1866 — 




Conditions requiretl for read- 




mission. 




2. In 1867 — 




New con( Ut ions. 



Amendmc^nts to the Constitution resulting from tiie War. 

XIII. Provided — 

XIV. Provided — 

XV. 'Provided — 



XXVI 

THE SOUTH DURING THE RECONSTRUCTION PERIOD 

We have said little of the South during the Reconstruction 
Period, but we must renienil)er that while political quarrels raged 
at Washington, the people of the South were the chief sufferers. 
To the desolation which succeeded the war was soon added anxiety 
for the future, as the plans of the politicians began to develop. 
The fact that slavery was dead was accepted readily enough, so 
that the Thirteenth Amendment aroused no opposition. But with 
the Fourteenth Amendment the case was quite different. As we 
have seen, ten states of the eleven refused to ratify this. In this 
refusal we must believe that they were shortsighted, if not really 
wrong, since its terms, if not generous, were just, and since the 
r(>fusal of tlie South to accept it led to the severer terms adopted 
hy ( 'ongr(>ss in I<S()7. 

By \hv terms of the Reconstruction Act, we find the South 
Military rule placed under miUtary rule, with no chance for 
in the South restoration to civil government except through th(> 
ratification of tlic amendment and tlie granting of negro suffrage 
as well. 

The story of thr time is one of niisun<l(M'stan(hng on the part 
of both North and South. In the North, civil rights and suffrage 
for the negro seemed to many the natural outcome of abolish- 
ing slavery. In the South, people fo\md it hard to believe that 
the welfare of the negro was in the minds of Northern men, 
and they bitterly asserted and believed that the negro vote was 
ilesired only to strengthen the party which had given the negro 
freedom, ami which now desired further to oppress the South. 

It became evident to the Southern people, however, that they 

460 



THE SOUTH DURING THE RECONSTRUCTION PERIOD 461 

were really helpless in the matter, and that only by agreeing to 
negro suffrage could they have military rule replaced by civil 
government; and so one by one the states made and ratified new 
constitutions which conformed to the requirements of Congress. 
Under the protection of the troops, elections were held, legisla- 
tures formed, and once more state governments were set in motion. 

According to the reconstruction acts, all negro men over 
twenty-one were entitled to vote, while all white men who could 
not swear that they had "never voluntarily borne arms against 
the United States," nor "given aid ... to persons engaged in 
armed hostility thereto," nor "yielded a voluntary support to any 
pretended government . . . within the United States ho.stile . . , 
thereto," were excluded from voting. This was the famous 
"iron-clad oath." 

The negroes who came thus suddenly into political power 
were in most ca.ses entirely ignorant of all political matters, and 
had been u.sed all their lives to guidance in even the The "carpet- 
simplest affairs of everyday living. It needed only ^^g" govem- 
skillful and unscrupulous leaders to control their votes ™^°*^ 
absolutely. These leaders appeared from several sources. First, 
there were a few of their own race who were more intelligent 
than their fellows, and who were eager to enter political life. 
Then there were Northern men who had gone South when the 
war ended, to buy plantations from their ruined owners, or to 
promote some money-making scheme, or in some cases for the 
very purpose of seeking political office. In states where none 
but the low and ignorant were allowed a share in political pro- 
ceedings, clever Xorthem politicians soon obtained great follow- 
ing. "Carpetbaggers," the ex-Confederates called them, imply- 
ing that they had come South with no more possessions than they 
could bring in a carpetbag, and with no intention of remaining 
longer than they might profit by the sorrows and humiliations of 
the Southern people. Some of the carpetbaggers were good men, 
honest in their intention of making home.s in the South, Vmt many 




462 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 

of them were just what the sneering Southern epithet impUed. 
Under their leadership the negroes developed great enthusiasm 
The legis- ^^^ politics, and the new legislatures were made up 
latures in re- of freedmen, carpetbaggers, and the despised "scala- 
constnicted wags," Southern men who had either been Unionists 
during the war or had turned Republican since for 
their own profit. Descriptions of the sessions of these legislatures 
show us strange scenes. In the places where 
proud and haughty Southern statesmen had been 
wont to meet were now roughly dressed and 
rudely spoken men, some black, some white, but 
all with little idea of the dignity of law-making. 
Unaccustomed to handling money for even the 
small necessities of life, these former slaves voted 
An old time carpet- ^way hundreds of thousands of dollars for running 
the government and for improvements which it 
is hard to believe they could even understand. When, as often 
happened, a large part of the money voted never reached the use 
for which it had been asked, the negro legislators had little sense 
of wrongdoing, and if some of it found its way to their own pockets, 
they regarded that only as part of the political game. Huge state 
debts accumulated, with little or nothing to show for them. 

The l)etter class of white people, having no part in the govern- 
ment, look(Ml on with dismay at the result of the action of Con- 
gress. The thought of being under the rule of their former slaves 
was intolerable, and the first years of that rule quite justified the 
feeling. The negroes, since their wonderful (;hange of position, 
were coming to feel that henceforth the South belonged to them, 
and bad leaders encouraged them in this belief. Laziness, dis- 
honesty, and crime increased among them. The Southern people, 
m their desperation, feeling that the law was against them rather 
than for them, undertook to mend matters without the law. 
Southern men organized secret societies, which met in darkness 
and by stealth. Every man disguised himself by a strange white 



Till-; SOl'I'H IM lilXc; THE KKC'()NSTKLC"TlOx\ TKlilOD 4(33 

covering, and oven the horses were covered with white. These 
societies formed the famous Kii Khix Klan. Riding silently forth 
at night from the forest, these bands struck terror to ku kiux 
the hearts of the simple-minded negroes, whom they Kian 
punished for all sorts of offenses. Many a negro voter was 
frightened out of the desire to exercise his political rights. Many 
a carpetbagger or scalawag had to give up his political ambition. 
Some who persisted were even murdered. All the deeds of the 
Klan were marked by the same secrecy. No one save the victim 
saw the mysterious horsemen come or go. No one knew who 
they were, nor when nor where they met. There were only the 
confused accounts of those who had been "visited," the notes of 
warning, signed K.K.K., which were found on the door of the 
cabin or the carpetbagger's house, or even on the lifeless body 
which bore witness to the vengeance of the Klan. The name 
Ku Klux came to inspire terror everywhere in the South. Punish- 
ment of these daring men was almost impossible, so complete was 
the mystery in which they concealed themselves. 

Congress made every effort to support the "carpetbag" gov- 
ernments. Various "enforcement acts" were passed to provide 
for the protection of the colored voter at election times, and 
troops were freely used to carry them out. The Fifteenth Amend- 
ment was passed, insuring negro suffrage for the future. 

But the distressing conditions in the South could not continue. 
Sympathy for the Southern whites began to arise. Public o])inion 
in the North was coming to see the injustice of allowing the poor, 
the ignorant, the unintelligent, to have al)solute ru\v over \\w. 
property owners and educated men. It began to be s(>en, loo, 
that the negro was not yet fitted to exercise political rights, and 
that it was not really justice to him to permit him to do things 
for which he was not fitted. Nor was it best for the nation to go 
on year after year upholding by military force state governments 
which could not exist alone. 

The change in public opinion begins to be seen in the action of 



464 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 

Congress. In May, 1872, an amnesty bill was passed which re- 
stored to about 150,000 ex-Confederates the right of holding 
Ex-Confeder- office. By this time almost all respectable people in 
ates restored the South were firmly united against the misrule in 
to political ^i^g name of the Republican party; and the return 
' of the ex-Confederates to political life meant in every 

Southern state the coming into power of the Democratic party. 

After 1872 all the states were represented in Congress; but not 
until 1877 were the last of the troops withdrawn. When they 
marched away, however, the oppression of the South by the vic- 
torious North was ended. ''The withdrawal of the troops was 
proof," says Rhodes, "that the Reconstruction of the South, 
based on universal negro suffrage, was a failure, and that on the 
whole, the North was content that the South should work out 
the negro problem in her owai way, subject to the three consti- 
tutional amendments, which embodied the results of the Civil 
War; and subject also to the public opinion of the enlightened 

world." 

THINGS TO REMEMBER 

1. After the refusal of ten of the eleven Southern states to ratify the 
Fourteenth Amendment, Congress passed a Reconstruction Act which re- 
quired states asking readmission not only to ratify this amendment, but to 
grant the suflFrage to the negroes. 

2. The South, by the terms of this act, was thus suddenly and com- 
pletely given over to the rule of the lately emancipated slaves. They had 
no idea of government, and fell at once under the influence of "carpet- 
baggers" from the Noi'th and "scalawags" belonging to the Southern white 
population. 

3. The negro rule aroused the bitterest feeling among Southern whites. 
Finding no help in the law, they used lawless methods of breaking the power 
of the "carpetbag governments." 

4. Congress supported the carpetbaggers and negroes, but gradually a 
change of feeling came in the North. Congress pardoned the ex-Confeder- 
ates, who rallied to the support of the Democratic party, and brought back 
order to the unhappy South. 

THINGS TO READ 
"Red Rock," Page. 



THK SOUTH DURING THE RECONSTRUCTION PERIOD 465 

THINGS TO DO 

1. Find the meaning of magnmiimous, voluntary, hostility, unscrupulous, 
fie.-<peration, stealth, vengeance. 

2. Questions for class discussion : — 

(1) Were the Southern people justified in resisting ncgi-c rule? 

(2) What do you think of the methods employed by the Ku KIux Klan ? 

(3) Did justice to the negro require that he be allowed to vote? 
What advantage would he gain through the right ? 

(4) Were the conditions affecting the negro's ability to vote just after 
the war any different from the conditions now? What is your 
opinion as to the wisdom of negro suffrage now ? Is it wise to 
allow all white men to vote ? Arc there any restrictions upon the 
suffrage in any Northern state ? 

(5) What is being done for the negro hi these days to make him a 
better citizen? Can you name some of the men who are influ- 
ential in thus helping the black race ? Can you name one negro 
man who has risen to a high place in public opinion ? What do 
you think are the possibilities of the race? 

OUTLINE 
VIII. Reconstruction, 1S65-1873. 

(Preaidenta: Johnson, 1865-1869; Grant, 1^9-1873.) 

A. Plans for reconstruction during the war. 

1. Lincoln's plan. 

2. The opposition of Congress. 

3. The Thirteenth Amendment. 

B. Reconstruction under Johnson. 

1. Johnson's policy; states which availed themselves of his terms. 

2. Attitude of Congress toward Johnson; the Congressional plan : 
a. Conditions imposed upon states in 1866. 

6. Fourteenth Amendment. 

c. Further conditions in 18G7 ; the reconstruction acts : required 
granting of negro suffrage; military rule in the South. 

3. Quarrel between President and Congress; Tenure of Office 

Act; Johnson's disregard of this law; the President im- 
peached, but not convicted. 

4. Condition of the South. 

a. Military rule. 

b. Carpetbag governments and their acts. 

c. Grievances of Southern whites; the Ku KIux Klan. 

5. Gradual restoration of political rights to Southern whites. 
2h 



THE NEW UNION 



XXVII 



THE DEVELOPMENT OF THE WEST 



In tracing our history since the War between the States, there 
are many hnes of study to follow; life in America has become 
complex and confusing in its details, if we try to study them 
together. For that reason we shall find it easier to take up one 
distinct topic at a time, and to follow it as far as possible to the 
present day. 

A subject of importance is the wonderful development of the 
West. Great beginnings had, of course, been made before 1860, 

but since the war the West has 
become a great power in adding 
to the wealth and industry of 
the land. In 1860 the " frontier " 
was to be found in what we 
now call the Middle West. By 
1861 seven states had been 
made from the Louisiana Pur- 
chase, with Oregon and Cali- 
fornia on the Pacific coast. A vast territory sti-etched Ijetween, 
some parts of which were scantily settled, while others were still 
forest and wilderness. 

Silver had b.een found in large quantities in Nevada, and a rush 
somewhat like that to California in 1849 peopled Nevada rapidly 
Silver and gold enough to bring it into the Union as a state in 1864. 
discoveries The discovery of gold near Pike's Peak, 1859, led 
to the rapid growth of mining camps there, and resulted in the 

466 







-c:,^.' 



^ ^ 
' i 



THE DEVELOPMENT OF THE WEJST 



467 



foriuatiou of Colorado Territory in 1861, and in its admission as 
a state in 1876. 

A steady drift of emigrants from the East to the mountains 
now occurred; while many taking Horace Greeley's advice, 
"Go West, young man," stopped in the fertile prairie regions. 
Instead of tiie fifty or sixty days necessary to clear an acre of 
land for farming in a wooded region, two or three days was enough 



1 


\\ 


HP^H^' j^-^-^aM 













Cuijipari; uitli the iiiudtTii ntuaiii plow UJ-'K'^ 4(JiS; 

on the prairie land; the climate was well adapted to grain raising, 
antl gradually the great wheat farms of our time grew up. These 
farms would not be possi})le without the farm machinery which 
was invented in answer to the. demand for quicker improved 
methods. The horse-drawn plow, turning a single farming 
furrow, gave way to the steam plow, which could ''"^ **"^" " 
turn many furrows at once. Improved and enlarged reapers, 
rakes, and cultivators increa-sed yearly the grain yield. But this 



468 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 

increase in crops would have been worse than useless but for the 
increased facilities for transportation. 




Steam Plow in O^^. ..:„r. 

Immediately after the war we find a period of great railroad 
building. Up to this time many short lines had been built. 
Railroad Now Came the task of combining and connecting 

building these into railway systems, which meant great saving 

of time in travel, increased comfort for travelers, and far better 
facilities for handling freight. The first of these railway systems 




THK DEVELOPMENT OF THE WEST 



469 



was formed by Cornelius Vanderbilt, who bought up the lines 
connecting points in New York State, and formed the New York 
Central and Hudson River Railway, still one of the well-known 
and powerful roads of the country. Other combinations were 
made. Several Eastern roads extended their lines to Chicago, 
and plans were made to satisfy the demand already made for 
"trunk lines" which 
should connect the 
West and the East, 
which should even 
cross the Rockies to 
the Pacific. 

The Union Pacific 
Railroad was begun, 
stretching westward 
from Omaha. The 
Central Pacific, run- 
ning east from Cali- 
fornia, was to meet 
the Union Pacific. 
These were great un- 

d(>rtakings, and great sums of money were needed to carry them 
tlirough. The Vjuilding of these roads differed from that of other 
roads that had been attempted in the fact that they were not to 
pass along through a country already settled and ready to give sup- 
port to a railroad, but through wildernesses, which would be settled 
only after the railroad had led the way, if ever settled at all. It was 
evident that such roads would not be profitable for many years. 
And yet it was desirable that they should be built. Congress lent 
millions of dollars to the two companies, besidc^s giving pj^.^^ trans- 
tliem grants of the public land through whi(;h the continental 
roads would pass. At last, in 1869, the difficulties railway com- 
of construction being overcome, the two roads were P®® » ^ ^ 
brought to a meeting point at Ogden, Utah. A train from the 




A " Pony Express " 

The only form of communication between the East and the 
far West in early days. 



470 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 




THE DEVELOPMENT OF THE WEST 



471 



East there met a train from the West, and as they were stopped 
witliiii a few feet of each other, the passengers, who were guests 
invited to witness the formal completion of the road, gathered 
to watch the driving of the golden spike which finished the work. 
After the opening of this road, others were planned and built. 
To-day half a do/en or more connect the East with tlu; Pacific 
coast; and a large amount of commerce with China, Japan, and 
the islands of the East has been developed. The dream of a 
short passage to the Indies has thus, in a sense, been realized. 




^^t^^^^^^SPs 



S^f 






WEST 



'•■ ^^^*' ^ \ VIRGINIA^ 




Westward Movement of Center of Population 



In the early days of Western development, it had Ixmmi expected 
that the government would realize great sums by the sale of its 
public lands. But gradually the opinion grew that the land 
ought to l)e sold cheaply to settlers, or even given to them, since 
the rapid development of the country would b(> worth more to 
tli(^ nation than the revenue from slow sales. For many years, 
therefore, public lands were to be bought for one dollar and a 
quarter an acre. In 1862 a ''Homestead Law" was Homestead 
passed, which jjrovided that a farm of one hundred ^•^*' ^^^^■ 
and sixty acres should be given to any settler who would build a 
lujine there, and cultivate the land within a given time. Thou- 
sands of men took advantage of this ofTer, until now praclicallN' 
all the fertile land has been taken. 

The settlement of the Western wilderness l)r()ught the people 



472 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 



into conflict with the Indians, who resented the intrusion of the 
whites as they had done in the East in earher days. In the early 
days of the nation the Indians had been solemnly promised by 
the government again and again that beyond certain boundaries 

the whites should not in- 
terfere with them, but the 
Indians had long ago lost 
faith in the promises of 
the government, for over 
and over again they had 
been forced to sell their 
hunting grounds, and 
move farther west to find 
new- homes. In 1834 
Congress had set off the 
Indian Territory, and had 

The Indians alsO Set apart 

reservations Indian reser- 
vations in many different 
parts of the West. Into 
these the Indians were 
gathered, living rather sad 
lives, all the freedom of 
their old life gone, hating 
the white men who had 
stolen away the land 
which once was theirs, and 
losing all the vigor and hardihood of earlier days. 

Sometimes a flash of the old-time war spirit would rise, how- 
ever, and a tribe would once more go on the warpath to avenge 
its wrongs. In 1873 the Modocs of Oregon rose thus, and much 
fighting ensued before the government succeeded in subduing 
them. The Sioux tribe, led by their famous chief. Sitting Bull, 
made a desperate fight a few years later. It was during this war 




A Typical Indian Chief of Recent Times 

Notice his dress, showing the white man's influence. 

In feature, however, the face is typically Indian. 



THE DEVELOPMENT OF THE WEST 



473 



with the Sioux that General Custer, a veteran officer of the Civil 
War, and his company of two hundred and fifty cavalrymen all 
lost their lives. Surrounded by a force of Indians ten times as 
great as their own, these jjrave men fought to the last, until every 
man lay dead beside his horse. The Sioux were finally subdued 




World's Columbian Exposition, held in Chicago, in 1893, commemoration of the completion 
of the fourth century since the discovery of America. 



and their reservation bought by the government and opened for 
settlement in 1890. Miners, hunters, cattlemen, and farmers 
swarmed over the country. 

Everywhere settlers looked with himgry eyes on the Indian 
lands, for grazing or farming. In 1889 vacant lands in Indian 
Territor}' were opened and organized into Oklahoma Oklahoma 
Territory. So great had the desire become for a foot- opened, 1889 
hold there that by the day appointed for opening the region an army 
of anxious men was encamped about the borders, awaiting the 
.signal to rush across the line and "stake their claims." At noon 
Dn the appointed day the troops who were on guard gave the 



474 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 

signal, and a mad rush for the best lands began. Towns already 
planned on paper were realized first as cities of tents, but the 
next year Guthrie and Oklahoma had each reached a population 
of about five thousand people. Ten years later both had reached 
ten thousand. In 1907 Oklahoma was admitted as a state. 

The great prairie land has rapidly been brought under culti- 
vation or used for grazing purposes. Cattle raising has become a 
great industry, and the great meat-packing business which we 
associate with Chicago, St. Louis, and Kansas City has developed 
in its train. The mountains have been made to yield immense 
quantities of gold, silver, and other metals. There remain only 
the arid or desert regions of the Southwest. Already some of 
this land has been made fertile by irrigation, and plans are being 
made to irrigate much more. This will mean another large addi- 
tion to the farming and grazing lands. 

The "New West" has come to have many important cities in 
the years since the war, and to support a large population. Yet 
there is room for many more people, and for a greater develop- 
ment of the country. The Avisdom of the Louisiana Purchase 
as well as the advantage to the country of possessing the Pacific 
coast was proven long ago. Politically, industrially, commercially, 
we could ill spare from our country the great West. 

THINGS TO REMEMBER 

1. The West has made rapid strides in population, wealth, and impor- 
tance since the War between the States. 

2. Great "trunk line" railroads now unite the East and the West. 

3. Land has been given by the government to settlers in the West, who 
have built up great farms and cattle ranches on the prairie lands. 

4. Conflicts with the Indians have arisen as the settlers pushed to the 
westward. Much of the; land once promised to the Indian as his forever 
has been taken away from him and opened for settlement. 

THINGS TO READ 

1. "The Making of the Great West." Drake, pp. .308-329. 

2. "American Indians," Starr, pp. 221-227. 



TJIK DKVELOl^MKNT OF THK WKST 475 

3. "The Story of th(> Railroad," Warman. 

4. "The Louisiana Purchase," Hitchcock, pp. 241-286. 

5. "The Story of the Cowboy," Hough. 

6. "The Story of the Mine," Shinn. 

7. "The Story of the Indian," Grinnell. 

TIllNCS TO DO 

1. Find the meaning of eniu/rant-s, prairie, furUUies, frrlyhl, /lome.slcad, 
reservation, stake a claim, arid, irrigation. 

2. Show on a map the states west of tlie Mississippi, marking on each 
the date of its admission. 

3. Questions for class discussion : — 

(1) Wh}'' did Congress gi\'e land along the raili'oad routes to (lie com- 
panies JMiilding the roads? What return did Congress cxjK'ct Ihe 
companies to make to the nation for these grants? 

(2) Form an opinion in icgard to the frcatmciit of the Indians by 
the United States goAcrnmcnt. lias the go^•el■IlnH'Ilt attempted 
to civilize the Indians ? Should it do so ? Ibive the Indians shown 
a desire to become ci\ilizt'(i ? How can the gox'crnmeiit, which 
always paid the Indians for their land, be accused of unfairness in 

•buying it ? 

(3) Why did the "Homestead Law" re(|uire that s(>ttlers must build 
homes and culti\"ate their farms within a icouired tinu;? 



FOR YOUR noti<:hook 

1. A map showing transcontinental railways, important cities in the 
West, the remaining territory from which states can be madc^ 

2. If possible, obtain pictures showing the resources and development 
of the West. Advertising matter issued by Western railroads will be found 
of much service. 



XXVIII 
CHANGES IN INDUSTRIAL CONDITIONS 

The years since the War have shown industrial development 
as great and as wonderful as the change and development we 
have followed in the West. The same forces — the railroad, 
the telegraph, improved machinery, new inventions — have been 
at work everywhere. 

Perhaps more wonderful than any other inventions of the 
period are the uses to which electricity is put. We are so accus- 
Uses of tomed to the telegraph, the telephone, electric lights 

electricity and heaters, electric cars, boats, and carriages, that 
we do not realize how recent most of these things are. 

The first telegraph message was flashed along the wire in 1844. 
The telegraph wrought a revolution in business methods. Rap- 
idly following the railroad, it soon came into general use through- 
out America and in Europe. New York and Philadelphia, 
Chicago and Washington, Paris and Rome, could now exchange 
real ''daily news" with each other. In 1852 a successful ''sub- 
marine telegraph," under the waters of the English Channel, was 
The first put into Operation. London could now exchange 

Atlantic cable, messages with the continent of Europe. Daring 
thinkers, including Samuel Morse, whose genius had 
invented the telegraph, now dreamed of a telegraphic cable under 
the' waters of the Atlantic. London and New York must talk 
together as London and Paris did. It took thirteen years of suc- 
cessive failure and disappointment to realize the dream. Suc- 
cess came in 1866, largely through the perseverance of Cyrus W. 
Field, whom we must honor for the faith with which he expended 
all his great fortune for the accomplishment of what most men 

476 



CHANGES IN INDUSTRIAL CONDITIONS 



477 



deemed an impossible scheme. In 1902, sixteen cables across 
the Atlantic were in use; other cables have been laid to connect 
various parts of the world. The latest achievements are Pacific 
cables, in 1902 from Australia to British Columbia, seventy-eight 
hundred miles, and in 1903 from San Francisco to the Philippines, 
about the same distance. 

Not yet, however, had the wonders of electricity as a message 
carrier been exhausted. In 1875 came the telephone, Alexander 
Bell's wonderful invention. One may stand now in The tele- 
one's own home or office, and may send, not messages, phone, 1875 
but the sound of one's own voice, over the wire to one's friend or 
business associate. We may talk over the telephone with people 
in our owti town, or in cities many miles or many hundreds of 
miles away. There is no delay as with the telegraph for the 
delivery of messages from the receiving office. We simply talk 
as we would if the person we address were close beside us. 

Truly, in comparison with this the telegraph seems a clumsy 
device. And yet for many purposes the telegraph is as useful as 
ever. Newspapers and railroads make 
constant use of it, and all of us can think 
of times when a short nu^ssage by telpgra]oh 
exactly suits our needs. 

Not even with the invention of the tele- 
phone, however, had the end of electrical 
talking machines come. In The phono- 
1888 Thomas Edison produced graph, 1888 
the "phonograph," a machine which, as we 
all know, reproduces the sound of voices in 
speech or song, or other sounds of which 
it has made a "record." The phonograph 
reproduces these sounds any length of time after they were 
originally made, and any number of times the operator desires. 
For entertainment the phonograph has proven a great success; 
and it has some business uses. 




Thomas A. Edison 



478 AMERK'AN HISTORY FOR GRAMMAR S( HOOLS 



In 1896 William Marconi succeeded in bringing to practical 
Wireless service the idea of "wireless telegraphy." By use of 

telegraphy, the Marcoiii • system we may now receive messages 
1896 from a ship anywhere at sea; messages have been 

sent by it across the broad Atlantic. 

Electricity has been "harnessed for man's use" in many ways 
besides these. The familiar trolley car is really a recent inven- 




Petroleum centre, Venango County, Pa. 
A typif^al scene in the oil regiotiH. 

tion, the first practical line of this kind having been built in 
Kansas City in 1884. More recent than this is the automobile, 
which has become a familiar sight on our streets since the last 
years of the nineteenth century. Most of the automobiles we 
see are not driven by electric power alone, however, but by what 
are called "internal explosion" engines. CJasohne or naphtha 
gas is exploded by an electric spark, providing force to run the 
carriage or car or boat — for gasoline power boats are now al- 



CHANGES IN INDUSTRIAL CONDITIONS 



479 





most as coniiuoii in oiir Imrhurs and on our rivers as automobiles 
arc on laud. 

The us(> of electricity for lighting is the last step in a succession 
of improvenieuts in the illumination of streets and buildings. 
Less than fifty years ago kerosene i^nprovements 
was only l)eginning to be used, taking in iiiumi- 
the place of whale oil and of candles, noting 
!ln fact, the first successful oil well in America was 
•drilled no earlier than 1859. Since tiiat time thou- 
santls of oil wells have been drilled, and 
many millions of gallons of petroleum 
are used every year. Petroleum yields 
other products as well as kerosene — 
gasoline, naphtha, benzine, vaseline, and paraffin 
being familiar to us all. The production of kero- 
sene and methods of marketing it have undergone 
great changes since th(^ beginning of the business. 
Transportation prol)l(>ms have been cleverly solved 
by the use of "pipe lines," pipes being laid from 
the wells to many points of distribution 
throughout the country, and the oil 
pumped along hundreds of miles, saving ' UtSITiB^sstsssais 
niuch handling and expense. Long before 
such methods had been even thought of, however, a more con- 
venient method of lighting was begging for recognition, (xas- 
lighting is really older than kerosene, 
dating back to 1827, when the New York 
Gaslight Company was formed. Gas is 
now in general use for lighting and for 
^ cooking. Electric lighting, however, dur- 
ing the last twenty years of the nineteenth 
(.•entury, can^e in many places to take the 
place of both kerosene and gas. The arc light is the older 
form of electric lighting, while the incandescent light, first shown 





480 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 



in 1879 by its inventor, Thomas Edison, sprang into almost in- 
stant favor. The electric light is convenient and safe, since no 
matches are used to light it and no unguarded flame is exposed 
as in lamps and gaslights. 

In addition to the inventions we have studied, thousands of 
other inventions or improvements have come to increase the com- 

Increase of ^'ort of living, and 

manufactures; to aid all the pro- 

immense eesses of industry. 

factories -^,r r j. 

Manut actures, 
aided by better machinery, have 
greatly developed since the war. 
Great factories, employing hun- 
dreds of workers, have taken 
the places of the smaller shops. 
The old way, by which man 
made the whole of an article, 
has given way to the "factory 
system," by which each worker 
does only a small part of the 
work. No workman can make 
a watch or a pair of shoes. He 
knows only his own small share of the work. Often he merely 
tends a machine ; for it seems sometimes nowadays as though 
men and machines had changed places — the man's work becom- 
ing mechanical, and the machines seeming to be possessed of 
almost human intelligence. 

Many factory workers earn too little to support their families; 
and since women and even children can tend machines, many of 
them are employed. Often the mother works, leaving small chil- 
dren uncared for at home. Sometimes whole families spend a 
long day in the mills. 

The factories have drawn many people from the rural com- 
munities to the towns. The large cities have grown larger, and 




Benjamin Franklin's Printing Press 
Compare with the modern press. 



CHANGES IN INDUSTRIAL CONDITIONS 



481 



many small towns have had wonderful growth. This great in- 
crease of town and city life has brought with it new prol)leTns for 
people and nation to face. The question of providing Homes for 
(•omfortal)le homes for dwellers in crowded districts is city dwellers 
one of these. In the tenement -houses many i^eople live under 
the most unhealthful conditions. It is not uncommon for a large 
family to cook, eat, and sleep in one poorly ventilated room, 




Modern Newspaper Press 

with no facilities and often little desire for cleanliness or the com- 
mon decencies of Hie. In recent years great numbers of "fiats" 
and apartment houses for the comparatively well to do have 
been built. In these many families are gathered under one roof. 
The fiat dwellers live under no such distressing circumstances as 
the people of the tenements. But many of them suffer from a 
lack of fresh air, for there are an astonishing numl)er of window- 
less rooms in the flats of New York. And the children suffer, as 
do those of the extremely poor, for playgrounds. There is no 
2i 



482 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 



playground for the average child in a large city but the street. 
Attempts are being made in some cities to remedy this evil by 
parks and public playgrounds. In New York the recreation piers 
and the free bath houses along the river are used by many thou- 
sands of people during the 
hot days of summer. Day 
nurseries, where working 
women may leave their 
babies to be cared for, are 
another help. But all these 
things are but beginnings 
in solving the question of 
making city life safe, sani- 
tar}-, and happy for the 
poor. 

In the business districts 
of such cities as New York 
no land available for busi- 
ness use is allowed to stand 
idle. Year by year new 
iMiildings have been carried 
higher and higher, until the 
"skyscraper," built of steel, 
has come to tower over the 
buildings of earlier date. 
Thirty or more stories is not 
unusual, while the Singer 
l)uilding, in New York, reaches a height of forty-one stories. 

The demand for rapid transit frcjm one part of the modern city 
to another has been answered not only l)y trolley lines, but by 
Improved cleVated railroads and by underground railruads or 

subways, by bridges over rivers and by tunnels under 
their waters. New York employs all these methods. 
Clreat engineering projects have been undertaken and carried to 




Singer Building, New York City 



methods of 
transit in cities 



C'llANdKrt IN INDTSTHIAL CONDITIONS 



483 



success. In 1883 was completed the Brooklyn suspension bridge, 
at that time a great achievement. Other bridges, and tunnels 
under land and under water have been built with great engineer- 
ing skill. None of these great works could have been accomplished 




Brooklyn Bridge 

in the days before the i)ossn)ilities of steel for building were dis- 
covered. 

Another grave prol^lem whi(;h confronts the cities, and there- 
fore the nation, is that of immigration. America has long seemed 
a haven of refuge to the poor and oppressed of other ^ . ^ 
lands. In the early years of the republic the conung 
of foreigners was so much a matter of course that no record was 
k(»pt of their num])er. Since 1820, however, records have been 
kept, and the increase of immigrants has been in some years quite 
startling. In 1900 the foreign-born constituted more than an 
eighth of the total population of the country. This fact in itself 
is not serious, perhaps, ])ut we read that more than a third of the 
people in New York City and in Chicago are foreign-born, and 
that in each of these places there are considerably more foreign- 
born males of voting age than there are native-born males. 
It is clear that these cities have real immigration problems. It is 
not fair, of course, to class all immigrants together. Many of the 
people who come to us from other lands are a source of strength 



484 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 

rather than weakness to the country. But when the ignorant and 
those who are unskilled in any useful labor come, they become 
at once a burden; when diseased or criminal immigrants come, 
they endanger the life or welfare of all; and of recent years in- 
creasing numbers of such have come. Laws have been made 
from time to time to exclude paupers and criminals, but it is 
difficult to enforce them. 

The immigrants who come to us now in large numbers are not 
oi the races which gave us those of earlier years. In the ten years 




An Ocean Steamship — the Lusitania 

ship and her sister ship, the Mauretania, have made wonderful speed records in crossing 
the Atlantic. Look up their latest records, and compare with time made by the Snrn/uinfi. 
(See page 33!).) 



from 1850 to 1860 more than half of our immigrants came from 
the British Isles, while Germany furnished 38 per cent of the 
number. In 1902 the British Isles and Germany together sent 
us only IH per cent, the great bulk of immigration (over 70 per 
cent) coming from Italy, Russia, Poland, and Austria-Hungary. 

How to make these aliens of different races, languages, and 
ways of life into Americans is the great problem confronting us. 
Those who most readily adopt our customs make the best citizens, 
^ome never become like us, coming to America only to make 
money, and returning to their own land when their ambition is 
satisfied. The Chinese are of this sort, and they have long been 



CHANGES IN INDUSTRIAL CONDITIONS 



485 



considered undesirable additions to our population. Living on 
only a few cents a day, they are willing to work for wages which 
other laborers could not accept. In cities where they have 
settled in any numbers, they congregate in a "Chinatown" in 
which unsanitary living is combined with strange cus- Chinese 
toms and low moral standards, if not crime; it is exclusion 
believed that they form a menace to our civilization as well as to 




Prospective American Citizens 

indu.strial conditions. In the early days of CaUfornia, when the 
gold mines were drawing thousands with their promise of fortune, 
it was difRcult to find domestic servants and common laborers, 
and the Chinese were welcomed. A few years later the ])uilding 
of the Pacific railroads brought still greater need, and great num- 
bers of Chinese were imported. In 1868 a treaty with China 
was made which distinctly encouraged immigration. (Conditions 
soon changed, however. The completion of the Union Pacific 



486 AMERK'AN HISTORY FOR GRAMMAR SCHOOLS 

brought Eastern workmen to try their fortunes in the West, and 
they were dismayed at the terms upon which they must enter 
into competition with the Chinese. Gradually, too, the habits of 
the Chinese were becoming known, and it was only a short time 
before the whole Pacific coast was crying out for their exclusion. 

It proved, however, impossible to secure a treaty from China 
which would permit entire prohibition of Chinese innnigration, 
without the loss of protection and privileges given Americans in 
China. The most which could be ol^tained was permission to 
"regulate, hmit, or suspend" the coming of Chinese laborers. A 
treaty to this effect was made in 1880. Congress in 1882 sus- 
pended Chinese immigration for ten years. In 1892 the suspen- 
sion was continued for a second period of ten years. In 1902 the 
exclusion was made perpetual. 

There has been for several years a growing feeling in California 
against the Japanese, who have to a certain extent taken the 
places of the Chinese laborers. California demands regulation of 
Japanese immigration, and is likely to demand the exclusion of 
the Japanese. 

It would be impossible for us to mention all the changes in 
ways of living and industrial conditions wliich the latter half 
of the nineteenth century produced. We have already spoken of 
the great growth of the factory system, and we must take note 
of the tendency, recently and rapidly developed, of capitalists to 
coml^ine into huge companies, buying up smaller concerns or 
crowding them out. The greater part of the business of the whole 
country in many lines is in the hands of i)erhaps two or three cor- 
porations. The Standard Oil Company is a familiar 
Trusts '■ , . , ■ , 1 

example of this way of domg busmess, and there are 

many other combinations or "trusts" controlling other products. 
The railroads of the country are now in the hands of not many 
more than a half-dozen companies. The questions which this 
tendency to combination brings up we shall return to in a later 
chapter. 



CHANG KS IN INDIJSTIIIAL CONDITIONS 487 

THINGS TO REMEMBER 

1. Great industrial changes have taken place since the War. Many 
ijf the common comforts of our homes, as well as many widelj^ used me- 
chanical appliances, are inventions of this period. 

2. The first successful Atlantic cable was laid in lS6(i. 

3. The telephone, tli<> phonograph, the wireless telegraph, electric cars, 
electric lights, the automobile, and the motor boat are some of the elec- 
trical inventions which have changed home life and business methods. 

4. Great factories have taken the place of tlie small shops in which 
things were formerly made. 

f). The increase of town and city life has brought new and serious prob- 
lems to the people of the nation. The large number of foreign-born people 
in the cities of the North and West to be made into Americans presents, 
perhaps, the gravest question of all. 

THINGS TO READ 

1. "Four American Inventors," Perry, pp. 205-260. 

2. "American Inventions and Inventors," Mowry, pp. 77-89, 221-244, 
278-294. 

THINGS TO DO 

1. Find the meaning of submarine, cable, rural, engineering, suspension, 
immigration, aliens, menace, exclusion, corporations. 

2. Discuss in class : — 

(1) Are our "modern conveniences" really benefits? Are our lives 
any better because of them ? 

(2) What are the advantages of city life? of country life? Has 
country life changed in equal measure with city life ? What are 
the disadvantages of city life ? of country life ? 

FOR YOUR NOTEBOOK 

1. Samuel F. B. Morse. (Portrait) 
The Electric Telegraph, 1844. 

2. Thomas A. Edison. (Portrait) 
(Name his chief inventions.) 

3. The modern cit3^ 

Compare the cities of to-day with the old-fashioned city or town. Men- 
tion size, kind of buildings, streets, transportation facilities, industiies, 
commerce. Illustrate, if possible. 



XXIX 

THE NEW SOUTH 

It is pleasant for us to remember that in the progress of the 
days since the war the South has nobly borne its part. "There 
was a South of slavery and secession — that South is dead. 
There is a South of Union and freedom — that South, thank God, 
is hving, breathing, growing every hour." These words, spoken 
in 1866 by one of the South's leading men, have been more than 
justified as the years have passed. 

"The old South," said Henry Grady of Atlanta, in an address 
in New York in 1886, "rested everything on slavery and agricul- 
ture. — The new South presents a perfect democracy — a hun- 
dred farms for every plantation, fifty homes for every palace — 
and a diversified industry that meets the complex needs of this 
complex age." 

And again in the same speech he says, "We have challenged 
your spinners in Massachusetts and your iron makers in Penn- 
New industries sylvania." Before the war the South manufactured 
in the South none of the cotton it raised ; but the end of the nine- 
teenth century saw nearly one third of the cotton mills in the 
coimtry located in the Southern states; while in a list of states 
producing pig iron, in 1901 Alabama stands first. Birmingham, 
a typical manufacturing city of the South, shows vigorous growth. 
Chartered as a city in 1871, with a population of less than a 
thousand, in 1900 it had gained a population of over thirty-eight 
thousand. Nashville, in Tennessee, had in 1900 nearly five times 
its population in 1860, and a varied list of manufactures, in addi- 
tion to a large trade in lumber, cotton, grain, and flour. 

Atlanta, which had been almost entirely destroyed during the 

488 



THE NEW SOUTH 489 

war, was quickly rebuilt, and is now a larger city than Hartford, 
Connecticut, and quite as busy as its Northern sister. Other 
towns show similar increase and industry. 

Even in sections where agriculture is still the; chic^f or only 
pursuit, many products have now taken the place of the once 
universal (totton. And yet the cotton crop has Diversified 
steadily grown, the number of pounds of cotton raised crops 
in 1900 being twice that of 1860. The variety of present-day 
crops has brought Southern fruit and vegetables to our Northern 
markets. "The whole coast line is a garden," said the editor of 
one of our leading magazines in 1907, and he tells of fortunes 
that are being made by the raising of celery and cabbages and 
early fruits. 

There are many instances which we might add to show the 
growth and industrial activity of the New South. New Orleans 
has risen to second rank in the country as an export city, sur- 
passed only by New York. Six great railroads make the city 
their terminus, while steamship lines extend from New Orleans to 
all parts of the world. 

A large part of this conmiercial activity has come as a result 
of the improvement of the river mouth. The Mississippi brings 
down vast quantities of mud, which, as the river improvement 
broadens at the mouth and the current slackens, are of the mouth 
deposited, filling up the channels. Heavy draft ships of *e Missis- 
could not asce.id to the city, and various plans were ^'P*" 
considered for deepening the water way. James B. Eads, an engi- 
neer of ability, proposed to Congress to deepen the channels by 
means of the "jetty system." The building of jetties would make 
the channels narrower, thus producing a swift current which by its 
own action would wash away the deposits and clear the channel. 
Congress, though reluctantly, finally gave Eads permission to 
make the attempt on one of the channels; his work was com- 
pleted in 1879, and was a complete success. 

The industrial gro^vth of the South has been shown by several 



490 AMERICAN HISTORY FOH (IRAMMAR SCHOOLS 

interesting an'd instructive exhibitions of Southern products. 
The Cotton Centennial Exposition at New Orleans, in 1884, 
marked a century since the first bale of cotton was exported from 
America, in 1784. The Cotton States Exposition, held at At- 
lanta, followed in 1895; the Southern States and West India 
Exposition was held at Charleston, in 1901; and the Jamestown 
Exposition, in 1907, celebrated the close of the third century 
since the settlement of Virginia. All of these served to show 
the people of the whole country the great natural wealth of 
the South and the wonderful industrial advance made by the 
Southern people. 

The educational progress of the South has been no less marked 
than its industrial growth. Before the war, free public schools 
Education in were almost unknown in the slave states. Now every 
the South state of the South maintains public schools for both 
negro and white children. Large sums have been given by chari- 
table people for the teaching of the negroes, and much is being 
done along the line of industrial education. Schools at Hamp- 
ton in Virginia and at Tuskegee in Alabama have become famous 
for their work — not alone in giving the negroes "book learning, " 
but in teaching them how to live and how to work. The name 
of Booker T. Washington has become familiar throughout the 
land; he is a leader of his people, aiming to educate them into 
industrial independence. 

The "negro problem" still confronts the South. But the prog- 
ress the race is making insures a safer solution of the problem 
than seemed probable in the reconstruction days. 

THINGS TO REMEMBER 

1. The changes in the South since the war seem largely the result of the 
change from slave to free labor. No longer limited to raising cotton, 
the Southern people have developed the great natural resources of theii- 
country. Cotton maimfacturing, iron working, coal mining, market garden- 
ing, have all brought wealth into the South. 



THE NEW SOUTH 491 

2. The commerce of New Orleans has attained wonderful growth since 
the improvement of the mouth of the Mississippi; this work was done by 
James B. Eads. 

3. Free education in the South has done much to change the condition 
of both "poor whites" and negroes. 

THINGS TO READ 

The World's Work, Juno, 1907 (Southern number). 

THINGS TO J)0 

1. Find the meaning of diversified, complex, piy iron, terminus, indus- 
trial education. 

FOR YOLTR NOTEBOOK 

The New Soutii. 

(Write in the form of a composition as many of the facts in regard to 
the development of the South since the war as you can remcTubcr. Out- 
side facts gathered from your reading should be included.) 



XXX 

POLITICS SINCE THE WAR 

I. Grant's Pkk.sidkncy 

The settlement by the war of all questions pertaining to slavery 
has made possible a new Union — one in which no section is 
hostile to any other, and in which questions of national rather 
than sectional importance have occupied the attention of the 
political world. 

With the exception of two presidential terms, the Republican 
l)arty has been uniformly successful in electing the President since 
I860. It has not always been successful in controlling both 
houses, however, so that sometimes full power has lieen denied it; 
but on the whole it has been a period of Republican rule. 

General Grant, elected in 1868, served for two terms, but he 
was somewhat out of his element in a political atmosphere, and 
Grant as judged men less acutely than he judged military situ- 

President ations. His term of service was marred by much 

corruption in office; and while nobody doubted Grant's o'v\ti 
honest}', it Avas believed that unscrupulous politicians had a 
good deal of influence with him and used this influence to fur- 
ther their oAvn ends. Corruption seemed to have entered all de- 
partments of public life. In New York the infamous "Tweed 
ring" gained absolute control of the city government, and voted 
into their own pockets hundreds of millions of dollars before the 
people of the city realized what was going on. In other cities 
conditions were almost as bad. State governments were cor- 
rupted; bribery was charged against congressmen, a^nd even 
against a member of the Cabinet. 

4P2 



POLITICS SINCE THE WAR 493 

Many men who were far above bribery or corruption were more 
or less moved by the spirit of speculation, which was widespread 
at this time. You will remember that business at the North had 
been stimulated by the demands of the war, and that . Financial 
many fortunes had been made in supplying these conditions 
demands. Now that the war was over, new enterprises were 
sought, and the desire to get rich quickly overcame the judgment 




The Capitol, Washington 

of many business men. It was the old story of Jackson's time 
repeated. 

Many causes combined to produce a scarcity of money. In 
1871 a terrible fire raged in Chicago for three days, destroying 
two million dollars' worth of property. In 1872 a like disaster 
overtook Boston. 

Great sums of money were required to rebuild these cities, and 
much was withdrawn from other enterprises for -this purpose. 
Another cause for scarcity was the great amount of railroad 
building going on. Many of these roads could give no return for 
many years for the money invested in them, until settlements 
grew up along their path through the wilderness. Quarrels be- 



494 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 

tween railroad companies and fanners who wished lower freight 
rates added to the reluctance which people were beginning to feel 
toward investing in railroad bonds. Bankers holding these bonds 
for sale could not find purchasers. 

The failure of the firm of Jay Cooke and Company was the 
beginning of the trouble which was sure to come. This firm had 
been of great service to the government during the war, obtain- 
ing loans and selling government bonds; and it was considered 
one of the strongest financial firms in the country. Its failure 
carried many other business men to ruin, and the ''Black Friday" 
on which it occurred was a terrible day in New York and, indeed, 
in many other places. During the years 1873 and 1874 over ten 
thousand business failures took place. 

The unsettled and depressing condition of the country led to 
much dissatisfaction with the party in power. Already, at the 
New poiiti- election of 1872, new parties had begun to appear — 
cai parties ^}^g Liberal Republicans, who opposed Grant's re- 
election; the Labor Reform party; which was formed to uphold 
the rights of the workingman; and the Prohibition part}', which 
wished to make the liquor-selling question a political one, and to 
subordinate all other questions to it. The Republicans, however, 
continued in power. 

In 1876 there was grave doubt as to the abilit}' of the party 
to retain its control. The presence of new parties in the field, 
the "hard times," the corruption in government officials, all com- 
bined to cause dissatisfaction with Republican rule. The great 
Currency question of this campaign was in regard to the cur- 

questions rency. There was still in circulation more than three 

hundred millions in paper money, issued in war time. Some 
people believed that this should be withdrawn, and only gold or 
Election silver be used as legal tender. Others believed that 

of 1876 even more paper money should be issued, and the 

''Greenback party" was formed to advocate this. The Repub- 
lican candidate was Rutherford B. Hayes, thrice governor of 



POLITICS SINCE THE WAR 



495 



Ohio; the Democrats named Samuel J. Tilden, of New York, who 
had won national fame by his able leadership in the movement 
against the Tweed ring, and who was now governor of New York. 

The election was very close, and for the first time in our his- 
tory the result was disputed. In three Southern states both 
sides claimed the victory, and the result of the whole election 
turned upon the returns from these states. 
There seemed little hope of settling the 
matter in Congress, where the Senate was 
Republican and the House since 1874 had 
had a majority of Democrats. 

At length Congress voted to refer the 
matter to an Electoral Commission, com- 
posed of five senators, five representatives, 
and five judges of the Supreme Court. 
There was much discussion as to. who 
these judges should be, and it was decided 
to choose two Democrats and two Repub- 
licans, leaving them to choose the fifth 
judge themselves. This was done, and 
the fifteen members of the commission met and undertook <o 
settle the disputed points. 

Great excitement and bitter feeling prevailed throughout the 
country. When, however, the decision was made in favor of 
Hayes, it was accepted calmly by the Democrats, although it was 
evident from the vote that the decision was purely a partisan 
one. The decision was not reached until March 2, and Hayes 
was duly inaugurated on the 4th. 




Rutherford B. Hayes 
President, 1877~18SI. 



II. Currency Questions 

On January 1, 1871, according to a law passed in Grant's ad- 
ministration, "specie payment" was resumed by the government. 
After that date, holders of greenbacks or paper money could, if 



496 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 

they wished, have them exchanged by the government for gold. 
This act of course estabhshed a firm value for the greenbacks. 
For the first time since the war they were "as good as gold," 

Money questions, however, still remained to occupy the atten- 
tion of the country and Congress. The question of the coinage 
of silver has been before the country many times and has figured 
as an issue in several presidential campaigns. It is impossible for 
young students to go into the questions of coinage and currency 
very deeply. A few of the facts bearing on the silver question, 




The Mint, Philadelphia 



however, we may study with profit. The principal facts in the 
history of silver coinage in the United States are these: — 

1. In 1792 a double unit of money value was established by 
law — a gold dollar and a silver dollar, with fifteen times as much 
silver in the latter as gold in the former — that is, with a ratio of 
15 to 1. 

2. In 1834, because of a decrease in the value of silver, this 
ratio was changed to 16 to 1. 

3. After the discovery of gold in California the value of gold 
dropped, and silver dollars came to be worth more than gold 
dollars. This led to the disappearance of silver dollars from cir- 
culation. They were worth more as bullion than as coin. 

4. In 1873 Congress stopped the coinage of the silver dollar. 



POLITICS SINCE THE WAR 



497 



5. The opening of silver mines in the West led to greatly in- 
creased i)roduction of silver. Miners wished to have their silver 
coined at the mints. Several "free coinage" bills were defeated 
in Congress. 

6. In 1878 Congress resumed the coinage of silver dollars, at 
the old ratio of 16 to 1. The law required the government to 
l)uy at least two million dollars' worth of silver a month, and 
make it into dollars. Since these dollars are heavy and clumsy 





Machinery used for Coinage 



to handle in business, the law provided that they might be stored 
in the Treasury, and paper "silver certificates" put into circula- 
tion in their place. (The Bland-Alhson Law.) 

7. Efforts were still made to obtain free coinage. In 1890 the 
law was again changed. Henceforth the government was to buy 
4,500,000 ounces of silver a month, and pay for it with Treasury 
notes which the holders might have redeemed in gold or silver if 
they wished. (The Sherman Law.) 

8. In order to be at all times ready to redeem in gold the 
Treasury notes as well as the old greenbacks, a large "gold re- 
serve" was necessary in the Treasury. This kept much gold out 
of circulation. It became scarce. People began to fear that the 

2k 



498 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 



government could not get gold enough to pay its constantly in- 
creasing gold obligations. A fear grew that it would begin to 
pay in silver. 

Silver being plenty was no longer worth a sixteenth of the value 
of gold. Few people were willing to accept silver dollars as equal 
in value to gold. Business suffered, and these causes, combined 




The Counting Room at the Mint, Philadelphia, Pa, 

with others, brought about a financial panic in 1893. President 
Cleveland summoned Congress in special session to relieve the 
situation; Congress stopped the buying of silver. 

This roused the wrath of the silver men in the West, and the 
old cry of free coinage at 16 to 1 was raised. In the next presi- 
dential campaign, free silver was the leading issue. For some 
time both Democrats and Republicans had been avoiding the 
silver question for fear of causing a split in their ranks. For 
there were silver Democrats and gold Democrats, as there were 
silver RepubUcans and gold Republicans. But the silver ques- 
tion would be put off no longer. There was a struggle in the 
convention of each party, ending in the advocacy of the gold 



POLITICS SINCE THE WAR 499 

standard by the Republicans, while the Democrats voted to sup- 
port free silver. In each case the split which had been dreaded 
came, and there was a great amount of independent voting in 
the election. The campaign was an interesting one. People 
were anxious to form correct judgments on the silver question, 
and the country was flooded with campaign documents explain- 
ing the position of each party. William J. Bryan, the Democratic 
candidate, was defeated. WilHam McKinley, the Republican 
nominee, became President March 4, 1897. The nation had thus 
declared for the gold standard, and since this time the question 
of free silver has received slight attention. 

THINGS TO REMEMBER 

1. Ill the presidential ('ami)aign of 1896, the silver question was the 
iinportaiit issue. The people voted to sustain the gold standard. 

III. The Tariff 

The years which witnessed the agitation of the coinage ques- 
tion ha\-e seen also various attempts to adjust the tariff to please 
now this party or faction, now that. The tariff question, we 
nuist r(Mnember, was in the days l)efore the war one of the causes 
leading to bitterness between the North and the South. The 
Democratic party, to which most Southern voters belonged, was 
early pledged to the princij^le of tariff for revenue only, while the 
National Republicans, the Whigs, and the Republicans, in tui-n 
were advocates of a tariff which should protect American indus- 
tries. In the early days, when the South was a strictly farming 
section, the tariff question did much to in(;rease the sectional char- 
acter of the two parties. 

Tariff legislation up to Jackson's time we have already studied. 
Since that time, its history is briefly as follows: — 

1. In 1833 the Compromise tariff was passed to quiet South- 
ern opposition to protection. It provided for a gradual yearly 



500 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 

reduction of duties until 1842, after which they were to remain 
stationary. 

2. In 1842 government revenues were less than expenses. 
Congress passed a new tariff act ; still, however, for revenue only. 

3. In 1857 a reduction was again made, until duties were lower 
than at any time since 1816. 

4. In 1861 the Repubhcan party came into power. Pledged to 
the principle of protection, the Republicans passed the Morrill 
protective tariff. It was increased twice during the year, less for 
protection, however, than for war expenses. 

5. The war threw the tariff question into the background. 
Not until 1880 did it again become an active issue. By that 
time the revenue was far greater than government expenses, and 
there was a constantly increasing surplus in the Treasury. The 
Democratic platform in the campaign of 1880 called for tariff 
reform. The Republicans, however, were successful in the elec- 
tion, and although a bill to reduce the tariff was passed in 1882, 
the reduction was very slight. 

6. In the presidential campaign of 1884, the Democratic plat- 
form promised a real reduction of the tariff. The Republican 
platform pledged that party to reduce the surplus, but still de- 
clared for protection. For the first time since the war, the Demo- 
crats elected their candidate for President. President Cleveland's 
first message to Congress recommended reduction, and his message 
of 1887 was entirely taken up with discussion of the tariff ques- 
tion. The surplus was now nearly one hundred and forty milHon 
dollars. Cleveland declared the existing tariff laws "vicious, 
inequitable, and illogical." After this message, the House passed 
a tariff bill known as the Mills bill, which it was estimated would 
reduce the surplus by fifty million dollars. It did not pass the 
Senate, the Democrats lacking the necessary majority. And in 
the next year's election the Democrats lost their power. 

7. When Benjamin Harrison became President in 1889, he was 
supported by Republican majorities in both House and Senate. 



POLITICS SINCE THE WAR 



501 




Ben]im;n Harrison 
President, 1SS9-1S93. 



In 1890 the McKinley tariff bill was passed; it reduced the 
revenue by sixty million dollars yearly, but it maintained the 
principle of protection by increasing duties 
on such goods as came into competition with 
American products. The reduction was ob- 
tained by placing on the free list all things 
not produced n America. 

This tariff law included a clause authorizing 
the making of reciprocity treaties with coun- 
tries which were willing to grant us favorable 
tariff regulations. Several of these treaties 
were made. This reciprocity clause was in- 
serted largely through the influence of James 
G. Blaine, at this time Secretary of State. 

8. In 1893 the Democrats returned to 
power, with Cleveland again as President. 
In 1894 the Wilson tariff law reduced 
duties about one quarter ; sufficient 
i-evenuc was to be insured by a tax on 
incomes which exceeded four thousand 
dollars a year. The Supreme Court 
declared this income tax unconstitu- 
tional, and the revenue produced under 
the ^^'ilson law w^as not sufficient to 
meet government expenses. By the end 
of Cleveland's second term the national 
debt had been increased by more than 
two hundred and sixty millions. 

9. In 1896 the Republicans returned 
to power, with William McKinley as 
President. He immediately called an 
extra session of Congress to consider the 

tariff question. The Dingley tariff bill, closely copied from the 
McKinley Act, l)ut with slightly lower duties, was passed. 




James G. Blaine 
For many years a Republican 
Isader ; a brilliant orator, and 
a great diplomat. He waa 
nominated for President in 
1884, but was defeated by- 
Cleveland. 



502 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 

In the campaign preceding the election of 1 908, the tariff was a 
prominent issue, both parties promising reform in case of election. 
The Republicans being successful, President Taft called a special 
session of Congress immediately^ after taking his seat, for the pur- 
pose of tariff revision. The new law, passed in August, 1909, 
was a disappointment to many. There were minor changes but 
not the real "revision downward" which had been expected. 

The victory of the Democratic party in the election of 1912 
gave promise of a real reduction. This promise has been redeemed 
in the Underwood law passed in September, 1913. 

A Democratic Congress has in this law made sweeping reduc- 
tions and has placed many necessities on the free list. A tax 
upon incomes, made possible by elections and amendments, is 
also a feature of the law. 

The question of "free trade or protection" is one which must 
come to interest you as you grow older and take your places 
among the men and women of the future. The arguments in favor 
of each are perhaps too difficult for you to understand now, and 
the record of tariff legislation you have just read you cannot 
expect to remember in its details, but you can remember wh;i1 
each party stands for, and that some trial has been made of each 
system. The Republicans have had almost unbroken power 
since 1861, and in consequence the country stands to-day as a 
strong protectionist nation. Whether or not it will continue thus, 
we cannot say. It may be that you will be among those who will 
some day decide the future policy of the nation. 



THINGS TO REMEMBER 

1. The Republicans, having been in power for many years, have made 
the United States a strong protectionist nation. 

2. The Democrats, believing in tariff for revenue only, continue to 
demand tariff reform. 



POLITICS SINCE THE WAR 503 



IV. Civil Service Reform 



Other important political questions which have come up since 
the war are connected with the civil service, with capital and 
labor, and with our relations with foreign nations. 

The civil service we nuist understand as including thousands 
of government officials in many departments, from imi^ortant 
custom house officials to department or village postmasters' 
clerks. All of these civil servants are, by the authority of the 
( "onstitution, appointed by the President, "by and with the ad- 
vice and consent of the Senate." The spoils system, since its 
heginning in Jackson's time, had by 1860 gro\\ai to vast propor- 
tions, until not only the great offices but minor clerkships and 
fourth-rate post-offices were considered as spoils. There were few 
if any civil servants who did not treml)le when a change of 
l)ower came. 

The evils of such a system were many. Appointments made 
for political reasons could not always fall upon the people best 
fitted to do the work. The uncertainty of continuing in office, 
or rather the practical certainty of losing office in case of a change 
of power, was not likely to bring out a person's best work. Many 
officeholders were far more active in politics than in civil service. 
Perhaps worst of all was the custom which had grown up of 
demanding campaign contributions from officeholders, on the 
ground that those who did not aid in keeping in power the party 
by which they had received office, would lose their positions. 

Office seekers came to be a constant and great annoyance to 
incoming Piesidents. Throngs of "friends of the party" clamored 
for attention, each claiming that he had contributed to the vic- 
tory, and demanding office as a reward. 

For many years these things went on with scarcely a protest. 
But after the war, public opinion began to be roused to the fact 
that the public service ought to be apart from and above the 
petty scheming of politicians — that clerks and postmasters, 



504 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 



revenue officers and consuls, should be selected for their fitness for 
their work, and, once appointed and trained in their duties, should 
be retained as long as their work was well and faithfully done. 

Congress had little sympathy with such sentiments as these, 
but the movement grew too strong to be ignored, and in 1871 
( 'ongress was compelled to take some action. The President was 
authorized to appoint a Civil Service Commission, which should 
prescribe rules for admission to the civil service. This was the 
first victory for Civil Service Reform. 

President Grant appointed the commission, but the opposi- 
tion of the politicians was bitter, and after less than four years' 
trial the plan was abandoned. In 1877, 
however, a Civil Service Reform Associa- 
tion was organized in New York, which 
went to work at once to strengthen public 
ojiinion in favor of reform. Meetings 
were held, magazine articles published, 
and the newspapers constantly employed 
to keep the ciuestion before the peo[)le. 
The association was soon enlarged .into a 
national one, and its force began to be 
felt. The election of 1880 showed the 
spoils system at its worst. The Repub- 
lican candidate, James A. Garfield, was 
elected, and scarcely had he taken his 
seat when trouble arose between him and 
the New York senators over appoint- 
ments, while the rush for office was unusually great, even though 
there had been no change of party. In four months Garfield 
removed eighty-nine officeholders, appointing in their places 
men from another faction of the party. Exposure of corruption 
in the post-office department added to the feeling now every- 
where aioused. Then suddenly the news was flashed over the 
country that the President had been assassinated by a disap- 




James A. Garfield 
Elected President, 1880; in office 
from March to September, 
1881, when he died. 



POLITICS SINCE THE WAR 



505 



- 


IP^ " 


tei 


n^ : ' 


: ■■; ..jr. « 


^V" #'v' '. 




■...., .1 



pointed office seeker. The spoils system had found a victim, and 
the country" could not choose but take heed. 

Garfi(>ld, who was shot on July 2, 1881, lingered between life 
and death for more than two months. He died on September 19, 
the Vice President, Chester A. Arthur, taking the oath of office 
on the following da3\ To the surprise of 
the reformers, Arthur at once showed an 
earnest desire to improve conditions in the 
service. Public sentiment now strongly 
demanded the long-delayed reform, and 
January, 1883, saw the Civil Service 
Reform Act become a law. 

Under this law the President was given 
power to establish the following system : — 

Employees of the government were to 
be classified in grades; to be appointed 
and promoted from lists prepared on the 
basis of competitive examination; to re- 
ceive probationary and later permanent 
appointments. 

The law prohibited recommendations for place by members of 
Congress; it also forbade assessment of employees or contributions 
by them for political purposes. 

Before the end of President Arthur's term, over fifteen thousand 
government employees were brought under these rules. Further 
application of the rules was made later, but the condition of 
the service is still far from the ideal. Each President since 
Arthur has received more or less criticism for yielding to the 
"spoilsmen," but since the victory of 1883 public opinion has 
slackened its energy, so that the politicians no longer feel its 
pressure. It is probable that another awakening of the public 
conscience must come before our civil service can be placed 
above suspicion or reproach. This, like the tariff, will be one of 
. the problems of your day. 



Chester A. Arthur 
Elected Vice President, 1880; 
became President in 1881 
upon Garfield's death; served 
until 1885. 



50(3 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 

V. Laboe Problems 

Perhaps the very greatest and most troublesome of the ques- 
tions before the American people in the period since the war 
have been those connected with the relation of capital and labor. 
Labor, as we use it here, means really wage earners who are em- 
ployed by individuals, companies, or corporations. Capital is the 
term used in speaking of employers — the men who provide the 
money to carry on a business, who hire the workmen, and who 
regulate and dispose of the product of their work. In the early 
days of the nation, little was heard of trouble between employers 
and employed, chiefly because difficulties were individual affairs 
in those days of small concerns and few men. Trades unions 
were sometimes formed, modeled after those of England, but their 
influence was small. 

Many things occui red, however, to change conditions among 
workingmen. The great increase of the factory method brought 
large bodies of workmen together, all working under much the 
same conditions. The universal employment of machinery 
lessened the necessity for skilled hand workers. Living condi- 
tions grew worse as communities grew larger. In fewer cases was 
discontent individual. The grievance of one was the grievance 
of all. The unions became more numerous. 

After the war, agitation was begun for a reduction of the 
working day to eight hours, and for other improvements in the 
condition of the workingman. There began to l^e bitterness of 
feeling between "labor" and "capital." 

To force employers into granting the demands of the workmen, 
the strike and the boycott began to be used. Sometimes thou- 
sands of men left their work at the command of the union, and 
when their employers brought in new men to take their places 
the strikers used violent means to prevent any work being done. 
Mills or mines would stand idle, or railroad traffic would cease, 
until one side or the other yielded. The pohce often found it 



POLITICS SINCE THE WAR 507 

impossible to keep order, and tlie militia sometimes had to be 
called out. 

The boycott aimed to reach the same end l)y compelling all 
members of the union to refuse the goods of the offending em- 
ployer; and as the unions grew and banded together, this was 
(jften an effective weapon. 

In the years innnediately following the panic of 1873, working- 
men felt the business depression keenly. Their employers were 
making little if any profit, and wages were cut down until many 
workmen could barely live; others — thousands of tliem — were 
thrown out of employment entirely. In 1877 a railroad strike 
occurred which was felt in fourteen states. The trouble began 
with a reduction of wages on the Baltimore and Railroad 
Ohio Road; and the disorder attending the strike strike, 1877 
was greatly increased by the discontent of other railroad em- 
ployees under similar conditions, and by the idle men numerous 
everywhere. 

Pittsburg, a great railroad (tenter, suffered most from the mob. 
Frantic with rage, the strikers and their sympathizers stopped 
trains, burned railroad buildings, locomotives, and cars, the flames 
spreading so that the whole city barely escaped destruction. The 
loss was estimated at not less than ten million dollars. The whole 
country east of the Mississippi suffered enough to bring the 
labor question sharply before the people. The same year a 
widespread coal strike was accompanied by riots. In 1880 about 
five thousand miners in the West took part in a strike resulting 
in a four million dollar loss. 

The Knights of Labor, a national organization, had now (1882) 
one hundred and forty thousand members. By 1886 it numbered 
more than seven hundred thousand. No year was without its 
labor troubles. In 1886 the number of strikes was more than 
twice as many as in any previous year. Most of these were for 
increased wages or for shorter hours. One railroad strike which 
lasted seven weeks and stopped traffic on six thousand miles of 



508 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 

road was undertaken because of the discharge of a single work- 
man, a Knight of Labor. 

A serious street-railroad strike occurred in New York in this 
year; but the worst trouble was in Chicago, where about sixty 




The Ruins after the Pittsburg Riots 

thousand workers struck. Matters were made much worse by 



a band of anarchists, who seized every chance to 
press their doctrines upon the crowds who gathered in 
the streets. The destruction of all government was 
the anarchists' demand, and their speeches were violent against 
all in authority. At one street meeting the police interfered, and 



The Chicago 

anarchists, 

1886 



POLITICS SINCE THE WAR 509 

the anarchists retahated by throwing a bomb among the police,. 
kilUng seven and wounding sixty. 

The wiiole country was thrown into excitement by this occur- 
rence in Chicago, and all felt that a new trouble was now to be 
met — anarchy. In April, 1886, President Cleveland had sent a 
special message to Congress on the labor situation — the first 
presitlential message on a labor question in the history of the 
country. But Congress was able to do little to help matters. 

In 1892 occurred an ironworkers' strike at Homestead, Penn- 
sylvania, in which several people were killed. Over a hundred 
thousand coal miners in Pennsylvania struck for higher wages in 
1900, and again in 1902, when the contest lasted long enough to 
cause discomfort and even suffering throughout the country for 
lack of coal. Its price more than doubled, and in some places it 
was almost impossible to get at any price. The labor question 
thus came to affect people who heretofore had taken little interest 
in it. 

During the twenty years ending in 1900, nearly twenty-four 
thousand strikes are recorded. The American Federation of 
Labor, which has largely taken the place of the Knights of Lal)or, 
in 1905 numbered about two million members. Much has been 
accomplished by the various unions. Working hours are more 
reasonable, wages are better; sanitary regulations have improved 
the health of workmen in many trades, and have greatly lessened 
deaths from that dread disease, consumption. Child lal)or, once 
entirely unrestricted, is now in many states carefully regulated by 
law With union has undoubtedly come strength to the work- 
ingman. The labor question and the labor vote can no longer 
be overlooked. Since the appearance of the Labor Reform Party 
in the national election of 1868 there has always been a labor 
party in the field, but as yet no labor candidate has received high 
office. 

The tendency of capital to combine has been no less marked 
during recent years than that of labor. Instead of the numerous 



510 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 

competing companies of earlier days, we have now in many cases 
great corporations, which have crushed competition by absorbing 
into one the rival companies. Instead of forty or fifty telegraph 
companies, there is now the Western Union, with offices all over 
the country. Instead of hundreds of oil producers, we have the 
Standard Oil Company. In 1901 was organized the most gigantic 
business combination the world has ever seen, the United States 
Steel Corporation. 

The power of these trusts is great. One of the questions before 
the country is their regulation, that they may not use their 
power to gain undue profits or raise the prices of the necessities 
of life. The regulation of trusts is far too complicated a ques- 
tion for you yet, but you must know that it is one of the ques- 
tions now demanding attention, and about which you must later 
become informed. 

In closing this account of political movements since the war, 
we must conclude that the problems before us are no longer those 
of earlier days. They are social and industrial, rather than 
political in the older sense. And they will force themselves upon 
the nation until their solution is found. 

THINGS TO REMEMBER 

1. Important questions concerning capital and labor are before the 
country awaiting solution. 

2. We must try to see these questions from both sides. 



XXXI 

FOREIGN RELATIONS SIN(^E THE WAR 

The foreign relations of tlie United States government since 
the war would form quite a book b}' themselves, if we had time 
to study them in detail. Even a slight account of them, how- 
ever, will show us that questions of importance have come 
up, and that the influence of the United States has steadily 
grown. 

While the war was in progress the French emperor, Napoleon 
III, showed plainly his hostility toward the American govern- 
ment antl his sympathy with the South. The French govern- 
ment would have been quick to follow England if that government 
had recognized the ( 'onfederacy, although the French were not 
quite wilUng to do this alone. 

Napoleon at this time was dreaming the old dream of French 
empire in the New World, and the break-up of the Union would 
have helped along his plans. It was Mexico upon The French 
Avhich the hope of emj^ire was built — Mexico, still i" Mexico 
weak, now torn and distracted by internal war, and in the power 
of the French through her inability to repay French loans to her 
unhappy government. French soldiers were sent to Mexico late 
in 1861, and their true purpose — to destroy the Mexican govern- 
ment — was soon se(^n. 

The American government protested against the interference 
of France with the political affairs of Mexico, asserting once more 
the Monroe Doctrine; but France feared the protest of the 
United States but little, since the United States was not in a 
position to enforce her demands. The French soldiers soon gained 
control of affairs in Mexico; the republic was declared at an end, 

511 



512 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 



and an empire proclaimed, of which MaximiUan, a prince of 
Austria, was invited to become the head. 

Being at war herself, the United States made no move to force 
the removal of the French troops. But when the Confederacy- 
had fallen, there was leisure and there were troops to attend to 
the affair. Feeling for the sister republic, Mexico, was strong in 
the United States, and our state department no longer protested 
— it rather demanded that France withdraw her troops. And 
Napoleon decided to withdraw. The French empire in Mexico 

was then of short 
duration. The 
Monroe Doctrine 
had been enforced. 
Immediately after 
the war the state 
department negoti- 
ated with Russia 
for the purchase of 
Russian America, 
now known as 
Alaska. The pur- 
chase was made in 
1867, the United States paying seven million two hundred thou- 
The purchase "^and dollars for nearly six hundred thousand square 
of Alaska, 1867 miles of territory. 

Alaska has proved a very good purchase. Its fisheries are of 
great value, its seal rookeries are the most extensive in the world, 
and the discovery of gold has brought about a rush to the far 
North like that to California in earlier days. 

One of the early questions taken up by the state department 
was that of England's responsibility for the damage done by the 
Alabama and other Confederate cruisers built and fitted out at 
English ports. After several years of discussion, England agreed 
to submit the question to a Board of Arbitration. This board, 




Fur Seals among the Rocks near the Coast of One of the 
Pribilof Islands 



FOREIGN RELATIONS SINCE THE WAR 



513 



meeting at Geneva, Switzerland, decided that England must pay 
fifteen million five hundred thousand dollars to the American 
government. This was done without protest, thus closing a long- 
stantUng subject of dispute. 

During the administration of Cleveland two matters of im- 
portance in our relations with foreign nations camv up. In 
January, i893, only two months before the 
end of Harrison's term, a revolution in 
Hawaii resulted in the overthrow of the 
queen's party and the establishment of a 
provisional government which at once pro- 
posed annexation to the United The propoae i 
States. There were many annexation of 
reasons why this arrangement Hawaii, 1S93 
should be desired, and a treaty' was at 
once made and submitted to the Senate. 
Before the Senate had ratified it, however, 
President Cleveland had come into office. 
To the surprise of many, he at once with- 
drew the treaty from the Senate, and sent 
a commissioner to Hawaii to examine into 

the true facts concerning the revolution there. Upon the report 
of this commissioner the President decided that the treaty siiould 
not be returned to the Senate. He believed he had evidence that 
the revolutionists would not have succeeded had it not been for 
aid from the American minister and frorn an AnK^rican warship. 
If that were true, he argued, the original government ought to 
be restored. 

There was much disappointment in both Hawaii and the United 
States, and many Americans professed indignation at "having the 
flag hauled down" where it had once waved. President Cleve- 
land showed in this affair a firmness with which the politicians 
had not credited him; and it did not add to his popularity with 
them. In 1895, he again astonished them by a ''vigorous policy" 

2l 




Grover Cleveland 

i'rpsident, ]88.')-lSSi); 1893- 

1897. 



514 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 



in interpreting and applying the Monroe Doctrine. Venezuela 
and Great Britain had long been at odds in regard to a boundary 
The Venezuela between Venezuela and British Guiana, her eastern 
affair, 1895 neighbor. Venezuela was willing to submit the ques- 
tion to arbitration, but England would not agree. It was even 
feared by Venezuela that England would resort to force, and the 
protection of the United States was asked. 

The state department took the matter up, once more proposing 
arbitration, which England once more declined. Upon this the 
President asked Congress to authorize the appointment of a com- 
mission to determine the boundary, adding in his message, "I 
am fully alive to the responsibility incurred, and keenly realize 
all the consequences that may follow." This calm decision that 
the United States should mark the boundary of an English colony, 
and compel England to accept her marking, startled both Eng- 
land and America. Such a course might easily mean war, and 
relief was felt on all sides when England at last agreed to arbitrate. 
Settlement of international disputes by arbitration is becoming 
more frequent. But even our own country has been involved 

no less recently than 1898 in a war. 
Again, as in the Venezuela dispute, 
the United States demanded justice 
for a smaller, weaker neighbor. 

Spain, the discoverer 
and early colonizer of 
the New World, was 
no longer the mighty 
power of the sixteenth 
century. We have 
seen her stripped of 
her possessions in North America, and a history of the southern 
The war with Continent would tell the same story. Of the great 
Spain, 1898 empire of early days nothing remained but Cuba 
and Porto Rico, and in the latter half of the nineteenth 




The West Indies 



FOREIGN RELATIONS SINCE THE WAR 515 

century lier hold upon those beautiful islands had grown very 
weak. 

MisgovcTunient and oppression drove the Cubans to revolt; 
and rebellion moved the Spaniartls to still further misgovernnient 
and oppression. Wave after wave of rel)ellion swept over the 
island, nev(n- successful, yet leaving the Cubans each time more 
determined to gain independence. Six times within fifty years 
the Cubans rose against their Spanish masters. From 1868 to 
1S7S occurn>d what is known as the "Ten Years' War." Spain 
was making again the same mistake which she had made through 
centuries- — that of believing that colonies exist only for the 
advantage of the mother country. 

Through the long years of Cuban struggle the people of America 
looked on — with irritation at the breaking up of their Cuban 
C()mmerc(\ with sympathy for the oppressed colonists, with horror 
at the cruelty of Spain. For the worst feature of Spanish efforts 
to jout down reb(41ion was the resort to barbarous and almost 
inhuman methods of warfare. In 1895 a new uprising took place, 
and all previous cruelty was surpassed by the conduct of the 
Spanish troops. General Weyler, the Spanish cap- The cruelty 
tain general, made war not only upon Cuban men in of General 
revolt, but upon every Cuban man, w^oman, and child Weyier 
on the island. His soldiers were sent out through the country.- 
burning Imildings and crops, tnaking farms into wildernesses, the 
soldiers driving the people before them like sheep into the cities. 
There they were huddled together in great pens, with no floor but 
the ground, no furniture, little clothing, under the foulest and 
most unhealthful of conditions. Hundreds of thousands died, and 
those who lived on were but wrecks of human beings. The whole 
world was shocked at such bar])arity. 

The Cubans found ready sympathy in the United States. In 
spite of international laws of neutrality, expeditions to carry arms 
and supplies to the insurgents were fitted out in American ports. 
The government made every effort to stop these, but many times 



516 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 

they eluded all pursuit. Congress voted fifty thousand dollars 
to relieve the suffering of American citizens in Cuba, and the 
Red Cross Society sent to Cuba thousands of dollars, as well as 
many men and women anxious to relieve the distress. 

Spain bitterly resented this sympathy with her rebellious 
colony, and through her ambassador protested against it. The 
American government made several ineffectual attempts to in- 
duce Spain to give Cuba independence. The bitterness of feel- 
ing increased. 

Believing that the presence of an American warship in the 
harbor at Havana might guard American interests in the island, 
the battleship Maine was ordered to make a "friendly visit" to 
Cuba. She entered the harbor of Havana, January 25, 1898, 
Destruction of being received with outward courtesy. Three weeks 
the Maine, later the world was startled by the news that a 

February 15, terrific explosion had destroyed the Maine while yet 
in the harbor, killing two hundred and sixty of her 
crew. The true cause of the Maine's destruction may never bo 
known. It may have been done by some Spaniard who believed 
that he was serving his country; or it may have been the deed 
of Cuban insurgents,. who wished to rouse the American govern- 
ment to declare war upon Spain; or it may have been, as the 
Spanish board of inquiry reported, an explosion from within the 
ship. 

Whatever its cause, the destruction of the Maine, coming just 
at this time, roused popular feeling to a pitch such as had not 
been known since the firing on Fort Sumter. The whole country 
cried out for war. The two months immediately following the 
great disaster on February 15 witnessed a great outburst of 
patriotism. The flag was seen on every hand; the national airs 
were played nightly in the theaters to deeply moved audiences. 
An intense new interest in the Cubans sprang up. Their flag — 
red, white, and blue like our own — was displayed with the Stars 
9Jid Stripes in many places. The war fever ran high. "Remem- 



FoliKUiN RELATIONS SIN(^K THK WAR 



517 




ber the Maine'' became the watchword. Congress waited with 
impatience for the President to act. 

But President McKinley, himself a war veteran, hesitated to 
bring on a war until every means of peaceful settlement had 
been tried, even tiiough Congress and the 
countrj^ were impatient. At last, however, 
on April 11, he sent a message to Congress 
in which he saiil, " In the name of humanii\ , 
in the name of civilization, in behalf ol 
endangered American interests, which give 
us the right and the duty to speak and act, 
the war in Cul)a must stop." 

Congress at once followed the President's 
lead; Spain was warned that she must with- 
draw from Cuba. The Spanish minister im- 
mediately left Waslnngton, and the American 
minister was ordered to leave Spain. Prep- 
arations for war were begun. 

Two hundred and fifty thousand volunteers were called for. 
Four or five times as many were anxious to go. The troops were 
rapidly gathered in camps for instruction, and sup- The navy in- 
plies with which to fit them out were collected. The creased and 
navy was strengthened by the purchase or charter of ^^^^^^^ ^'^^ 
many vessels. All sorts of craft — yachts, merchant steamers, 
ocean liners — were put into commission for active service or 
coast defense. 

The coast of (3uba was blockaded and a watch begun for the 
Spanish fleet which would surely come to the rescue of the Spanish 
troops. Orders were sent to our squadron in the east to attack 
the Spanish fleet in the Philippines, and it was there on the other 
side of the world that the first blow was struck at Spanish power. 

Commodore George Dewey, in command of the Pacific fleet, 
set out at once on receipt of his orders to engage the Spanish 
fleet in the Philippines in l)attle. Leaving Hongkong on April 27, 



William McKinley 
President, 1807-1901. He 
was assassinated in 1901, 
soon after bcsinning his 
second term. 



518 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 



less than a week after war began, he reached Manila Bay, 
where he beUeved his enemj'- to be, on the night of April 30. 
Sailing silently into the harbor in the darkness, Dewey with his 
six ships braved the dangers of submarine torpedoes and gave 
The battle at battle to the Spanish ships at dawn. In some re- 
Manila Bay, si)ects this was one of the most wonderful naval 
May I, 1898 jjattles in history. Four hours sufficed to destroy 
every one of the eleven Spanish ships, to silence and destroy the 

shore batteries, with- 
out the loss of a ship 
or even of a man on 
the American side, 
though hundreds of 
Spaniards were killed 
or wounded. 

This victory cleared 
the Pacific of Spanish 
ships, and Dewey had 
only to remain on 
guard until troops 
could be sent across 
the Pacific from San 
Francisco to take and hold the islands. 

Meanwhile a Spanish fleet under Ad- 
miral Cervera had set sail across the 
Atlantic from Spain, and all America 
was anxiously awaiting knowledge of 
its destination. A sort of terror seized the whole Atlantic coast 
Watching for lest the fleet might attack one of our coast cities, 
the Spanish All sorts of rumors were heard. Admiral Sampson 
®^* with a fleet of vessels patrolled Cuban waters, but 

no Spanish ships were seen. Then came news that Cervera 
had entered the harbor of Santiago on the southern coast of 
Cuba. 




The Philippine Islands 



FOREIGN RELATIONS SINCE THE WAR 



519 



Sampson's fleet, to which Coininodore Schley's "flying squad- 
ron" had been added, at once took position at the mouth of the 
harbor, which by its shape was especially easy to Cervera's fleet 
watch. An attempt was made to close the narrow ** Santiago 
opening still further by sinking in the channel a coal ship, the 
Merrimac, but though the daring feat was bravely accomplished, 
there was still room for 
the ships to come out. 

Watch was kept 
night and day at the 
mouth of the harbor; 
that was all that could 
l)e done, for the en- 
t ranee was heavily 
mined, and overlooked 
bv forts on the high 



cliffs. The fleet could 
only wait until an army 
could be brought to 
li^nd its aid to the de- 
struction of the Spanish 
ships. 

Accordingly sixteen 
thousand of the im- 
patient soldiers at 
Tampa under com- 
mand of General Shafter set out for Cuba. On the 22d of June 
these troops landcnl sixteen miles east of Santiago and began 
operations to take the city. The climate proved very trying, and 
the roads almost impassable. But the American soldiers were not 
disheartened, and pressed on, anxious only to reach the enemy. 

The Spaniards contested every step of the way, and the soldiers 
on both sides displayed great bravery. Lying between the Ameri- 
cans and the city was the fortified hill of San Juan, which must 




'^^^Wt'M'Wi^i.awi-*—- .", 



The Dewey Arch 
Erected in Ne\v York on the occasion of Admiral Dewey's 
return from the Philippines. His reception was an en- 
thusiastic ovation. 



520 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 

be taken. No army could hope to hold San Juan, however, 
until the guns on another hill. El Caney, on the American 
EiCaneyand right, were silenced. El Caney was first attacked, 
San Juan, but it took nearly all day to capture it. The troops 
July 1, 1898 waiting before San Juan grew impatient. At last 
the now famous charge up the hill was made. 

Across a swamp, through tangled grass and brush, the Ameri- 
cans fought their way, a network of barbed wire fences making 



-----Blockading Squadron^ — '- 
















The Santiago Campaign 

their progress slow and breaking up all military formation. The 
firing of the Spaniards on the hill was constant, but the Ameri- 
cans chd not turn back. Conspicuous among them were a regi- 
ment of colored soldiers and the "Rough Riders," a regiment 
made up partly of Western cowboys, hunters, and Indians, and 
partly of college athletes and rich mens' sons from the East. 
Perhaps a company of men more representative of American 
democracy could not have been found than those who together 
charged up San Juan Hill; and they did their work well, winning 
fame for themselves and for their commander. Lieutenant Colonel 
Theodore Roosevelt. 



FOREIGN RELATIONS SINCE THE WAR 



521 







When night fell on July 1, El Caney and San Juan were both 
in American hands, but Spanish attempts to retake them were 
expected on the morrow. On the second, the fighting was re- 
sumed, but the Americans held the position they had gained. 
The fearful heat, the drenching daily showers — for it was the 
rainy season — affected the health of the American soldiers seri- 
ously. It was feared that they would soon be unable to fight. 
Santiago yet remained to be taken. General Shafter demanded 
its surrender, but had little expectation that it would be given up. 

The Spanish, how- 
ever, were more un- 
easy than the Ameri- 
cans knew. Fearful 
that the city would be 
taken and the fleet 
captured. General 
Blanco, the Spanish 
commander, ordered 
Cervera to make an 
attempt to escape. 
Accordingly on Sun- 
day morning, July 3, 
the news was signaled 

from one vessel to another of the American fleet that the Spanish 
ships were slowly steaming down toward the harbor mouth. Soon 
the black nose of the flagship, the Maria Teresa, appeared in the 
opening, the three armored cruisers and two torpedo boats follow- 
ing closely. They turned directly to the west, firing as they went, 
while the forts gave what assistance they could. 

The Americans on the blockading fleet had watched five weeks 
for this moment, and they sprang to the work of Naval battle 
pursuit with the joy of men weary of waiting. In off Santiago, 
three minutes from the first warning, the guns were ^"'^ ^' ^^^^ 
booming, and the chase was on. We cannot follow the details of 



United States Battleship Oregon 

This ship was on the Pacific coast, in Puget Sound, when the 
destruction of the Maine took place. Being ordered to 
join Sampson's fleet, she was hurried to the east, making 
the voyage of 15,000 miles around Cape Horn in fifty- 
nine days, and arriving in time to assist in the battle of 
July third. 



522 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 

the fight; it is enough to know that again, as at Manila, the skill 
of "the men behind the guns" on the American ships won the 
day. One after another the Spanish ships gave up, — burning, 
driven on the beach, or sunk. Four hundred men lost their lives. 
Sixteen hundred were made prisoners. And the American fleet 
lost but a single man. 

The destruction of the Spanish fleet changed conditions on 
shore. Negotiations for surrender were begun, and on the 17th 
the Spaniards gave up possession of the city. There was no 
more fighting in Cuba. The Spanish government, acknowledging 
itself beaten, made advances toward peace. The troops sent 
to Porto Rico had no need to pursue the conquest of that 
island. And before the news that fighting was stopped could 
reach Manila the soldiers sent from San Francisco to take the 
city had done their work. The war ended on the 12th of August, 
preliminary terms of peace being agreed upon. Later, the ap- 
pointed commissioners met at Paris, and a treaty was made which 
the Senate ratified February 0, lSt)<). Tlu- terms of the treaty 
follow: — 

THE TREATY 



Spain 



The United States 



Gave 


Gave 


to Cuba — 


to Spain — 


independence. 


$20,000,000. 


to the United States. 




Porto Rico 




Guam. 




Philippine Islands. 




Received 


Received 


$20,000,000. 


Porto Rico. 




Guam. 



Philippine Islands. 




140° Longitude East 100 



180° Longitude 160' 



TERRITORIAL EXPANSIO 




AlIKAS Si^i. .MU.KS 
ilted States, 1783 827,841 

trty eijuat to Aiutria, Germuni/. France mut 6^/(im 

inisiana Purchase and Oregon . ,_l,171,;j:U 

nrlyiii timet orii/inal U.^.Tcrrilury 

oriria rui-cliase._ 59,208 

rater than England and lla/cj 

xas 375,230 

exican Cession and Gadsden Turchase -501,318 

laska^ _. 577,390 

jrto Rico, Philippines, Hawaii, etc ^ 130,102 

lited States, 1908 3,733,002 

irope 3,986,975 

It fr.,.ii Hu° <;r,-^n»luh 

■ THE UNITED STATES 



FOKEIUN RELATIONS SINCE THE WAK 



523 



The war with Spain has, without doubt, changed the position 
occupied by the United States in international affairs. We hear 
the expression "America as a x^e United 
world jiower " used to define states as a 
this change. It would be "world power" 
perhaps difficult to say just how this 
came about. It is true that the inter- 
ference of the United States with Spain's 
conduct of affairs in Cuba was a depar- 
ture from the American policy to take 
no part in European affairs. It is true, 
also, that the ac- 
quisition of de- 
pendencies or 
colonies on the 
other side of the 
world placed the 
United States in a 
n(>w position. And 
it is an evident fact 

that the battles of Manila Bay and Santiago 
greatly increased the respect of foreign 
nations for tlie naval power of th(> United 





Theodore Roosevelt 

Elected Vice President in 1900; 
succeeded McKinley as Presi- 
dent upon the iatter's death 
in 1!)()1; was elected President 
in 1!)04, served 190.5-1009. 



John Hay 
One of our great Secretaries of oia. i 

«f ♦ T .K k- States. 

State, .\mong the achieve- 
ments associated with hist 
name are the maintenance 
of the "open door" in 

r-hiua : the .settlement of tics between nations is slowly but steadily 
the Alaska boundary; and ^rowiug. America has been among the 
foremost of the nations in using and en- 

In 



The movement toward an international 
agreement to arbitrate disputes and difficnil- 



thc Hay-Pauncefote treaty 
with Great Britain relative 
to the construction of an 
interoceanic canal. 



couraging others to use arbitration. 

1899, at the invitation of the Czar of 
Russia, delegates from twenty-six nations met in a "Peace Con- 
ference" at The Hague. It was hoped by many that this con- 
ference would inaugurate a movement for the disarmament of 



524 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 

nations, but this proved a vain hope. The leading nations still 
cling to their immense standing armies and navies, but neverthe- 
less The Hague Conference was productive of good. Its most 
important result was the creation of a permanent court of arbitra- 
tion to adjust differences of an international character. This 
court has since been called upon to settle disputes between 
Mexico and the United States; between several European states 
and Venezuela; between European states and Japan; and between 
Great Britain and France. 

A second conference was held at The Hague in 1907 and 
further steps were taken to promote the cause of peace. In the 
time between the two conferences, England, Russia, and Japan 
had each been engaged in a war; but, mindful of the fact that 
great accomplishments are usually of slow growth, the friends of 
universal peace are not discouraged. "Disarmament is an ideal to 
be dreamed of; arbitration is a practical method of avoiding war." 

THINGS TO REMEMBER 

1. The United States has taken a position of importance among nations. 

2. American intervention caused the French to abandon their plq,n of a 
French empire in Mexico. 

3. American influence brought about a friendly settlement of a boundary- 
dispute between Venezuela and England. 

4. The war with Spain freed Cuba. 

THINGS TO READ 

1. "The Rescue of Cuba," Draper. 

2. "Four American Naval Heroes," Beebe, pp. 195-254. 

THINGS TO DO 

1. Discuss: 

Was the United States justified in its intervention in Cuban affairs? 

2. Review territorial history. . 

OUTLINE 

IX. The New Union, 1878- . 

(Preaidents: Grant. 187.3-1877; Hayes, 1877-1881; Garfield and Arthur, 1881- 
1885; Cleveland, 1885-1889; Harrison, 1889-1893; Cleveland, 1893-1897; 
McKinley, 1897-1901; Roosevelt, 1901-1909; Taft, 1909- .) 



FOREIGN RELATIONS SINCE THE WAR 525 

A. The development of the West. 

1. Discover}' of silver and gold; improved farming methods; 
railroad building; opening of public lands to settlers; the 
Indian question. 

B. Changes in industrial conditions. 

1. Submarine telegraph; telephone; electric lighting; increased 
manufactures; larger factories; town life increased. 

2. Town and city problems. 

a. Suitable homes in crowded districts. 

b. Transportation. 

c. The foreign population; regulation of immigration; making 
• Americans of the foreign-born and their children. 

3. Trusts. 

C. The development of the South" sir ce the war. 

1. Free labor has proved more profitable than slave labor. 

2. Diversified crops pay better than the once universal cotton. 
The cotton crop has, however, been greatly increased. 

3. Manufacturing and other industries once unknown in the South 
have built up her cities and brought wealth to her people. 

D. Politics since the war. 

1. Grant's administration: corruption, speculation, and financial 
panic. 

2. The disputed election of 1876. 

3. Questions which have been (and in most cases are now) political 
issues. 

a. The silver question. 

The "silver campaign" of 1S96 ; result. 

b. The tariff. 

Pushed out of sight by war; became an issue again in 1880; 
Democrats attempted reduction in 1S88, but the Mills bill 
failed of passage; McKinley bill (Republican) passed in 
1890, high protectionist measure; Wilson bill (Democratic), 
passed 1894. Duties did not produce revenue enough for 
expenses; the Dingley bill (Republican) passed 1896. In- 
creased duties again. Democrats called for tariff reform. 
Payne tariff law of 1C09 (Republican) makes few real 
changes. 

c. Civil service reform. 

The "spoils system": its spread and evil results; movement 
for reform begun by people, not politicians ; the assassination 



526 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 

of (jiirfield ; What has been accuuiplished ; what remains tu 
be done. 

d. Labor problems. 

(1) Grievances of workmen. 

(2) Labor organizations — their metliods. 

(3) Strikes in their relation to the public. 

(4) Anarchists — Chicago, 18SG. 

(5) Combinations of capitalists : trusts — ttieir regulation. 

e. Foreign relations. 

(1) The French in Mexico. 

(2) The purchase of Alaska. 

(3) The Alabama Claims. 

(4) The Hawaiian Revolution. 

(5) The Venezuel-a boundary. 

(6) The war with Spain. 
a. Causes. 

h. Events leading up to war. 

c. Events of the war. 

The battle of Manila Bay. 

The blockade of Cuba. 

Cervera's fleet at Santiago. 

Land campaign at Santiago; El Canej^; San .Juan. 

Destruction of Cervera's fleet. 

Capture of Manila. ■ 

d. Peace. 

e. Results of the war. 



XXXII 



AMERICA AS A WORLD POWER 



Since the Spanish War, American interests and influence have 
been especially seen in two directions — in the far East, and more 
recently in IMexico and Central America. 

The acquisition of the Philippines brought tlu^ United States 
new problems. The native Filipinos, like 
the (^ubans, had been for several years in 
rebellion against their Spanish The 
rulers, and they hoped Amer- PWUppines 
ican intervention meant independence for 
them. When, however, they found that 
the United States meant to occupy the 
Philippines permanently, they fought 
under their native leader, Aguinaldo, 
against the American army for control of 
the islands. It was not until 1902 that 
the last resistance ceased. 

Much discussion arose as to the form 
of government to be given the Filipinos. 

Democratic leaders in Congress protested against holding the 
islands as colonies or dependencies, but their opinion was 
not regarded by the Republican majority. The lack of edu- 
cation among the Filipinos, and in most cases of any knowledge 
of political institutions, made it seem impossible to give them self- 
government at once. Our government began at once to teach 
the natives, and to give them an increasing share in the govern- 
ment. The Filipinos now have a legislative assembly with two 




William H. Taft 
Elected President in 1908. 



528 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 

delegates to Congress. Schools are well organized, sanitary con- 
ditions are greatly improved, and the Philippines seem well started 
toward future prosperity. 

In Porto Rico, a government of much the same type has been 
established. 

Our relations with Cuba since- the war have been full of interest. 
When war was declared, the nations of Europe had httle faith in 
the declaration of Congress that the United States desired no per- 
manent hold on Cuba. But events have shown the good faith of 
American ^^le declaration. On January 1, 1899, the Spanish 
protectorate flag, was hauled down in Havana, and the stars and 
in Cuba stripes took its place. An American military govern- 

ment was established. The work of sanitation in Cuban cities 
was begun. A system of education was outlined and schools 
were established. The warring political parties were gradually 
brought to a degree of harmony. The United States agreed to 
withdraw its army from Cuba when a satisfactory constitution 
should be adopted. Important among the necessary provisions 
in this constitution were : — 

First. That no foreign power should be allowed to gain control 
over the island. 

Second. That Cuba should not exceed her revenues in expendi- 
ture. 

Third. That Cuba continue the sanitary reforms established. 

Fourth. That the United States might intervene to preserve 
independence, order, and republican government. 

Complying with these requirements, the Cubans made and 
accepted a constitution, held a general election, and on May 20, 
1902, took over their goverimient from the Americans. 

It was difficult, however, after years of war and lawlessness, for 
the Cubans to render obedience to the new government. There 
was considerable disorder, and in 1906 arms were taken up by a 
disappointed political faction. The United States promptly inter- 



AMERICA AS A WORLD POWER 



529 



vpned, displacing the Cuban president, and placing the island once 
more under military rule. In 1909 a Cuban president was again 
iiiL;talled, and it is believed that Cubans are learning the difficult 
lesson of self-government. 

The interest of Americans in Central America and the Isthmus 
of Panama has arisen from a far different source from that in 
Cuba. A canal across the isthmus has been the dream First 
of navigators and merchantmen since the early days A™«"can 
of Spain in America. The first act of the United foranisth- 
States government looking to the possible realization mian Canal 
of the dream came in 1846, when a treaty with New Granada (now 
the United States of Colombia) granted the United States a 
right of way across Panama. Later the United States obtained 
from Nicaragua concessions for a canal. 




A Map of the Canal Zone 



Interest in such a project was- aroused in other countries. It 
was to the interest of European countries that any canal built 
should be open to the world, and that in time of war it should be 
a jieutral waterway. Otherwise great advantage would result to 
the nation OA\Tiing the canal. To this end, England entered into 
negotiations with the United States, and a treatj^ was signed in 

2m 



530 AMERICAN HISTORY FOR ORAMMAR SCHOOLS 

1850 which not only guaranteed neutrahty in case of war, but 
declared that neither nation would ever maintain exclusive control 
over any canal that might be built. 

The Suez Canal, which saved navigators nearly fifteen thousand 
miles in the voyage from western Europe to the East, was begun 
in 1859, and ten years later was opened to traffic. The successful 
completion of this great work increased the desire to cut through 
the western continent. In 1878, a French company, headed by 
Ferdinand de Lesseps, the engineer who had built the Suez Canal, 
obtained a right of way from Colombia, and in 1883 began to dig 
a canal across Panama. Mismanagement and wastefulness, how- 
ever, brought disaster to the company, and it was forced to give 
up work in 1889. 

By this time public sentiment in America had changed some- 
what. From desiring merel}^ a canal, it had now come to demand 
a canal owned by the United States. The Nicaragua route was 
considered, but the old treaty with England, agreeing to joint 
ownership, was still in force. This difficulty, however, was dis- 
posed of by the Hay-Pauncefote treaty, ratified by England and 
the United States in 1901. The new treaty promised neutrality 
but did not agree to allow any nation other than the United 
States to share in the control of the canal. 

After much controversy between the advocates of the Nicaragua 
and the Panama routes, the latter was decided upon, and Congress 
authorized the President to secure rights from Colombia, and to 
}mrchase the French plant in Panama. Colombia, however, re- 
jected the proposals of the United States. The people of Panama, 
no longer in sympathy with the Colombian government, were dis- 
mayed by their failure to secure the long dreamed of waterway, 
and rose in revolt. They were successful, due largely to the help 
furnished by American men-of-war. The attitude of our govern- 
ment toward this revolution in Panama has been severely criticised 
by Colombia and other South American states. It is certain that 
no time was lost in coming to an agreement with the new republic 



AMERICA AS A WORLD POWER 631 

of Pananui, by which she gave us full sovereignty over a canal 
zone ten miles wide, extending from sea to sea. The treaty was 
concluded only two weeks after the organization of the new govern- 
ment . 

\\'ork in the Canal Zone was begun May 4, 1904, and pro- 
gressed steadily. The date set by the Isthmian Canal ^^^.j^ 
Conmiission, which is in charge of the work, for the canai 
official opening of the Canal is January 1, 1915. 

Great engineering problems have had to be solved in the con- 
struction of the Canal. jNIuch discussion preceded the decision 
to make a lock canal rather than the sea level type which was 
first planned. Vast masses of earth have been removed by ex- 
cavation. An artificial lake, one hundred and sixtj^-four square 
miles in area, has been made by flooding the valley of the Chagres 
River by means of an immense dam. Not less wonderful things 
lia\-e been done to render the Canal Zone, formerly considered 
necessarily unhealthful because of its climate, as free from dis- 
ease as most places in the United States. The accomplishments 
;il()iig ;ill tliese liiu^s make extremely interesting reachng. 

lA'iigth of f-anal 50 miles 

Width of canal at narrowest place 300 feet 

Depth of canal at shallowest place 45 feet 

Number of locks 6 pairs 

Time of transit 10 to 12 hours 

Time of transit throujrh locks 3 hours 

P^stimated cost $375,000,000 

Distances saved by the Canal : — 

New York to San Francisco .... 7873 nautical miles 

to Callao (52.50 nautical miles 

to Valparaiso 3747 nautical miles 

to Honolulu 6612 nautical miles 

to Yokahama 3281 nautical miles 

We now approach our own day so closely that the history we 
study becomes largely "history in the making." As such it is 



532 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 

difficult, if not impossible, for us to form the best of judgments in 
regard to it. There are, however, certain tendencies we must 
observe. The attitude of the United States in the afTairs of 
Mexico, once more torn with internal dissensions, brings the 
Monroe Doctrine into prominence. There are many who deny 
the right by which the United States sets herself to be the arbiter 
of the fortunes of her less favored neighbors on the western con- 
tinent. Others, however, believe that the position of adjuster is 
thrust upon the American nation, and must be maintained. It is 
too early to predict the outcome in Mexico, but the influence of 
the American government is being exerted in the interest of a 
government established by regular and free elections, in accord- 
ance with the constitution of the country. 

In our own land, important things are happening. The struggle 
against corporations, or trusts ; the decrease of the protectionary 
Important tarilT ; the close inspection of campaign contributions 
questions and expenditures ; the direct election of senators, re- 
of our day cently granted by constitutional amendment ; con- 
servation of national resources, — all these things point in one 
direction. The people are demanding a more immediate popular 
control of government and the country's resources for the benefit 
of the people. The people desire to rule. The conservatives have 
as little faith in popular control as they had in the days of Hamil- 
ton and the Federalists. The radicals, or "progressives," as they 
style themselves, take the opposite view. Old party lines have 
begun to break. In the election of 1912, the Republican party 
in convention renominated President Taft for a second term. He 
p ^ t' n f represented the conservative element in the party, 
the Progres- The progressives, known during Taft's administra- 
sive Party, tion as "insurgents," who had growTi actively hostile 
^^ since the passage of the Payne-Aldrich Tariff, bitterly 

opposed Taft's nomination. They finally withdrew from the 
convention, and formed the new Progressive party, nominating 
Theodore Roosevdt. 



AMERICA A^ A VVUKLD POWER 533 

In the Democratic convention, the struggle between conserva- 
tives and progressives was less bitter, the factions finally uniting 
on Woodrow Wilson, governor of New Jersey, as their nominee. 
Wilson, as you know, was elected, and is now president. The 
most notable act of his administration, thus far, has been the 
passage of the Underwood Tariff Law. 

It is believed by many that the new Progressive party will 
have a short life as an independent organization. Already there 
are signs that indicate a return to the Republican party, and an 
attempt to gain control of the party in the next presidential 
campaign. 

The Democratic victory in 1912 seems to mark an advance toward 
popular government. Wliether the gain will be permanent, only 
time will show us. 

THINGS TO REMEMBER 

1. The United States established the Philippines and Porto Rico as 
dependencies. 

2. The protectorate over Cuba has been exercised to help the Cubans 
attain a safe, orderly, popular government. 

.3. The Panama Canal is being built by the American government. It 
is a magnificent undertaking, and promises to be of great benefit to the 
commerce of the world. 

4. The political movements of the day seem to indicate a rising de- 
mand by the people for more direct control of the government and the 
resources of the countrj'. 

THINGS TO READ 

1. "The Philippines," MacClintock. 

2. "Panama and the Canal," Hall and Chester. 

.3. "A Short History of the United States," Bassett. Chapter XL, 
"The Administrations of Roosevelt and Taft." 

THINGS TO DO 

1. Discuss the Monroe Doctrine. Has it outlived its usefulness? 
Have South American states a right to object to the domination of the 
United States in continental affairs? Is thfi United States justified in 



534 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 

holding to a policy outlined many years ago and under different condi- 
tions ? 

(There are excellent arguments on each side of these questions. They 
make a good subject for debate.) 

2. Gather interesting facts about the Canal Zone and the Canal. 

3. Inform yourself as to the general provisions of the Underwood 
Tariff Law. 

FOR YOUR NOTEBOOK 

1. The Panama Canal. 

State important facts and figures about the Canal. Illustrate with 
maps if possible. Panama pictiires wiU also be helpful. 



XXXIIT 



THE AMERICAN PEOPLE 




It is important for us, as we enter upon th{> civic duties which 
await us as men and women, to consider what maimer of people 
we are, in these early years of the twentieth 
century. After a century of national life, 
what are the characteristics of the Ameri- 
can people ? 

First of all, we are an energetic people, 
ambitious to succeed in the world. Euro- 
peans deplore the money-getting spirit of 
Americans, but it is perhaps an inevitable 
result of a government of which equahty 
is declared a fundamental principle. If 
each man believes himself equal to his 
neighbor, he naturally wishes to live as his 
neighbor lives. 

In America there is no nobility, no aris- 
tocracy, as in European nations. There are no '' classes," as in 
these lands, into which men are born and in which they must re- 
main. There grow in various times and places aristocracies of the 
''well born," of the cultured, of monej^ed men. But every man 
in America believes in the possibility of rising to any political or 
social plane. 

A second striking characteristic of the American people is 
wastefulness. We are a race of spendthrifts. The reasons for 
this we may not find upon the surface, but the fact " he who runs 
may read." It is true of the individual, true of the community, 
true of the nation itself. Perhaps it is in part due to the nevv- 

535 



Woodrow Wilson 
Elected President in 1912. 



536 AMEHiCAIS HISTORY b'OK UilAMMAR SCHOULS 




ness and the vast resources of the land. What need for the 
farmer to study rotation of crops? His farm land was "virgin 
soil," and repaid his sowing a thousand fold. So in the early 
days. But now we hear of exhausted lands, of abandoned farms, 
of a rush from rural life to the ranks of the employed in the 
towns. 

What need to spare the forest ? For thousands of miles it 
stretched out before the woodsman. As years passed, the forests 

dwindled, but the old habit of 
reckless cutting remained, until 
to-day the nation faces a lumber 
famine. 

Of the millions of buffaloes 
which roamed on the Western 
prairies a century ago, only a 
few scattered specimens remain, 
— "an unexampled waste," says 
a recent Avriter, "an irretrievable national disgrace." The seal 
fisheries of Bering Sea have been nearly destroyed by improvident 
catching of the seals. The lobsters of the North Atlantic coast 
are at the point of extermination for lack of protection. 

It is well that we are able to record an awakening to many of 
these dangers. Scientific farming is putting new life into worn- 
out farms. Practical forestry is seeking to restore our wood- 
lands. Game and fish laws are being made more stringent. We 
are learning thrift, — though but slowly, and often paying a high 
price for our knowledge. 

Americans occupy a unique position /in the world in being 
citizens of the first successful and enduring republic. Govern- 
ment "by the people" serves to interest the people in political 
questions, and leads the majority of them to join more or less 
actively one or another political party. One curious and most 
unfortunate misuse of partisan politics has been its introduc- 
tion into the management of city governments. National politics 



THE AMERICAN PEOPLE 



537 



has no bearing on city affairs. It is absurd for men to be elected 
to municipal office because they are Democrats or Republicans, 
The great parties, however, find it to their interest to control the 
cities, and many times they use the city offices to reward their 
followers for party service. Especially in cities where one party 
has held long-continued power, affairs have come to be managed 
by men who make politics their business, and whose corrupt 




The White House 



dealings cover all departments of city rule. The "Tweed Ring" 
in New York is merely one example of such corruption. Scarcely 
a city in the country but has a record of similar misrule. Reform 
movements have at various times exposed frauds and dri^•en out 
of power the party responsible for them. But it has usually 
happened that the reformers have soon lost their enthusiasm, 
and the old state of affairs has gradually returned. 
The chief hope for lasting purity in municipal rule seems to be 



538 AMERICAN HISTORY FOR GRAMMAR SCHOOLS 



in breaking up the connection between national political parties 
and municipal affairs. Then men may be elected on their merits; 
then appointive offices may be filled by men specially fitted for 
their work; then city office will not be a reward for the politician, 

but a duty assumed by the citizen for 
the good of his neighbors and himself. 
Another thing necessary to this 
result is increased interest in civil 
affairs on the part of many citizens. 
It has often happened that the men 
best fitted to vote inteUigently on 
public matter's have neglected to vote 
at all, leaving the control to the igno- 
rant and self-seeking. An awakening 
civic pride gives hope that these things 
may be changed, and that our cities 
will yet be efficiently and honestly 
ruled. 

The problem of self-government has 
still its unanswered questions. The 
problem of self-improvement is to-day 
occupying more thought in America 
than ever before. For the individual 
there are every day an increasing 
number of schools, colleges, hbraries, 
and museums. For communities there 
are civic clubs and village improve- 
ment societies, which are striving to 
beautify our towns and cities, and to 
interest the people in community ideals. There are "arts and 
crafts " movements to create appreciation for the simple but 
carefully designed and well made in furniture and household 
decoration. And as a result American homes are losing some- 
thing of ostentatious display, and begin to show a finer taste. 




"Liberty Enlightening the World'" 

A colossal statue on an island in New 
York Harbor. It was presented 
to America by the French people, 
being paid for by popular sub- 
scription. 



THE AMERICAN PEOPLE 539 

The American is growing in many directions. Anil it may be, 
as we go forward into the future, that no quaUty will serve him 
and liis country better than this — the capacity and the desire 
for growth. 



THOUGHT QUESTIONS 

For Use in Study and Recitation 

These questions include the questions given at the ends of chapters 
under the heading "Things To Do," together with others of the same 
character. In making them, the aim has been to avoid the obvious, that 
is, the questions which require only the repetition of a portion of the text 
as an answer, and to emphasize the necessity of using the facts of tlu^ 
text in thinking out less evident facts and in reaching valuable conclu- 
sions. " Thinking about history " is more useful than " learning history." 

PART I 
Chapter II. 

1. In what continent did the Viking.s live? Why do we call thetn Norse- 

men ? 

2. How do we know that the Vikings were brave and daring? 

3. Why do we believe they reached America ? 

Chapter III. 

1. Why was trade with the East necessary to Europe? 

2. In what direction were the Turks moving in their conquests in Europe ? 

In what direction had the Vikings been moving in their voyages of 
discovery ? Notice that from early centuries diseovery had expanded 
in one direction. 

3. Why was Marco Polo's work important ? 

4. Why had the attention of Europe not been excited by the Norse 

discoveries? 

Chapter IV. 

1. Show the connection of each of the following with the disc-overy of 
America : 

Marco Polo's travels ; the Crusades ; the capture of Constanti- 
nople ; Henry the Navigator's work. 
.'i4n 



THOUGHT giESTIONS 54I 

2. Compare the work oi Da Caina and Colmnbus. 

;}. Pick out from the life of Columbus what you consickT the most 
dramatic scenes. 

4. Think of words descriptive of the cliaractcr of Columbus. Prove their 

fitness l)v his deeds. 

5. In the son-. •• Tlie Red, Wliite. and Bhie," we find tiie words: 

'■ Cokmii)ia, the o(>m of the ocean, 
The home of the brave and the free." 
To wliat land dnvs the snwj; refer? 
Is Columbia its real name? 
Find names of places named for Columbus. 
What was the World's Columbian f^xposition? 
When and where did it take i)lace ? 
What did it conunemorate ? 
(1. Which would have been of -reater value to the world, what Columbus 
really accomplished, or what he set out to do ? 

7. Why did Spaniards fail to appreciate Columbus durin<i his lifetime? 

8. Aside from the discovery of a new continent, which was after all an 

accident, what do you consider the greatest achievement of Colum- 
bus ? 

Chapter \'. 

1. Compare the results of Ma-ellan's voya-e with the results of 

Da Gama's and Columbus's discoveries. 

2. Is it an injustice to tiie memory of Columbus to allow the name 

America to continue in use ? Would you prefer to have our country 
called Columbia ? 

3. Show the effect of the voya-e and safe return of Columbus on other 

navigators. 

4. What diflFerence nu'-ht it h.-.v.. m;.de if Columlnis had .sailed directly 

west from Spain ? 

0. \\hat did Cal)ot accomplish by his voyat^e? 

Chapter V'l. 

1. Make a list r.f places in America which have Indian names. Find 

the meaniuK of a.s many as you can. 

2. Why do we call the red men Indians? To what race do they belon-? 

Do the natives of India belonj? to the same race? 

3. Think of a po.s.sible rea.son why the Indians of South America and the 

West Indies were less warlike than those of North .\merica. 



542 THOUGHT QUESTIONS 

Chapter VII. 

1. Whj' did the .Spaniards not .succeed in making permanent settlements 

in North America? Why did thej^ succeed better in Mexico and 
South America ? 

2. Who were the chief Spanish explorers? '' 

:i. By what right did Cortez seize the c(juntry of the Aztecs, and Pizarro 

that of the Incas? 
4. What were the relations of Spaniards and Indians in the lands claimed 

by Spain ? 

Chapter YIII. 

1. Compare the treatment of Indians by Spanish explorers with the way 

they were treated by the French in Canada. 

2. What explorers had a part in finding and exploring the Mississippi? 

3. Why did the French explorers and colonizers turn to the northern 

l)art of the continent? 

4. ^^'hat country had claimed the Mississippi Valley before France did so ? 

Chapter IX. 

1. What were Raleigh's reasons for wanting to found an English colony 

in America ? 

2. Whj' do you think Raleigh's colonies were failures? 

3. What effect had the defeat of the Spanish Armada on English colo- 

nization ? 

4. Find out all you can about the two plants Raleigh brought from 

America. Were they good things to discover? 

Chapter X. 

1. Think out some of the rea.sons for the early hardships in the Virginia 

colony. 

2. Think of words descriptive of the character of John Smith. Show 

why each word fits the man. 

5. In what way did tobacco atl'ect Virginia's early history? 

Chapter XI. 

1. What incentive to endurance had the Pilgrims at Plymouth that the 

Virginia colonists lacked? 

2. In what way were the people of Plymouth wise in their dealings with 

the Indians? 

3. Why had the Pilirrims first left England? Why did they leave Hol- 

hi-d'' 



THOUGHT QUESTIONS 543 

4. How old was the Vir.i^iniu colony when the .settlement of Plymouth 
took place? How old was Quebec ? St. Augustine? 

Chapter Xil. 

1. Why was the Dutch East India Company di.s.satisfied with the re.sult 

of Hudson's voyage ? 

2. Compare the Dutch homes in New Amsterdam with the Puritan homes 

in Plymouth ; with the homes of the planters in Virginia. 

3. For what purpo.se was the New Netherland colony first founded? 

4. Why did the English desire New Netherland? 

5. Why were the Dutch colonists unwilling to stand by Stuyvesant in his 

defense of the colony against the English ? 

6. What difference might have resulted in later history if the Dutch had 

kept New Netherland? 

Chapter XIII. 

1. For what reason had the Puritans of Massachusetts left England? 

2. Show that they did not allow others the freedom they desired them- 

selves. 

3. Why would it be impsssible to-day for the officers of any town to com- 

pel a person to leave the town because of his religious belief ? 

Chapter XIV. 

1. How many of the colonies you have studied were begun as business 

enterprises ? 

2. How many were founded as refuges for poor or persecuted people ? 

3. What is your opinion of the Quaker beliefs ? Are there Quakers now ? 

4. Can you think of any reasons for the rapid growth of Pennsylvania? 

Chapter XV. 

1. Had the Indians any domestic animals? 

2. In what way do you think their life might have been different if they 

had had cows and sheep ? 

3. Why were canoes and snow shoes so useful to the Indians? 

4. Do you feel more .sympathy for the Indians or for the whites in the 

Indian wars ? 

PART II 
Chapter II. 

1. What differences do you find in ways of living in northern and southern 
English colonies? 



544 THOUGHT QUESTIONS 

2. What differences in occupation? 

3. What do you know of modes of travel ? 

4. What do the stories of Bacon, Leisler, and the seizure of Andros by 

the people of Boston show you ? 

Chapter III. 

1. Why should a colony whose men lived in the woods as hunters and 

adventurers prosper less than a colony of homemakers ? 

2. What differ(>iice in occupation in English and in French colonies was 

due to climate ? 

3. Why did the English prove better colonists than the French ? 

Chapter IV. 

1. In wartime which would you expect to find the better soldiers, the 

people of a self-governing nation, or those of a country ruled by an 
absolute monarch ? 

2. Find out if possible what modern nations are absolute monarchies. 

Are they the progressive nations of the world ? 

Chapter V. 

1. Why were French and English colonists so ready to take up the quarrels 

of the mother countries ? 

2. What advantage did the English colonists find from their fight against 

a common foe ? 

Chapter VI. 

1. Which nation, French or English, had a better claim to the Ohio 

Valley ? 

2. Which of the two nations seemed likely to make the better use of the 

territory ? 

3. What quality in Cicneral Bniddock's character made his defeat prob- 

able? 

4. What qualities are necessary to make a successful general ? 

.5. Why was the place where Pittsburg now stands important to both 
French and English ? (Consult your geography.) 

Chapter VII. 

1. Were the English cruel and unjust in their treatment of the Acadians, 

or did the Acadians deserve the treatment they received ? 

2. What were the reasons for the final failure of the French ? 



THOUGHT QUESTIONS 545 

Chapter VHI. 

1. Why was the victory of the EngHsh colonists important to the world? 

2. Why was their victory important to the English colonies themselves? 
8. In what way was William Pitt's influence important in bringing about 

victory ? 

Chapter IX. 

1. Were the Navigation Acts unjust to the colonies? 

2. Are people justified in breaking laws they consider unjust, as the 

colonists did in smuggling goods ? 
;?. In what did the injustice of the Writs of Assistance consist? 

4. Why did the colonists object to the sending of English soldiers to 

America ? 

5. What are the dangers of riots? Have they advantages? Do they 

ever occur now ? 
ti. In what way was the repeal of the Stamp Act a victory for the colo- 
nists ? What effect do you think this victory had upon them ? 

7. What is meant by " taxation without representation " ? 

Chapter X. 

1 . In what way was George III different from the English kings who had 

}M-ecedod him in the seventeenth century ? 

2. Show that taxation without representation was not exclusively an 

American question. 

8. Why did Parliament keep the tax on tea ? 

4. What harm can it do for a government to admit that it is wrong, and 
take back its acts ? 

Chapter XI. 

1. Why was Massachusetts considered the " hotbed of rebellion "? 

2. What were the steps leading to the Boston Massacre? 
'A. Who do you consider to l)lame for the affair? 

1. What was its great result? 

Chapter XII. 

1. What did Parliament gain by retaining the tax on tea? 

2. What did it lose? 

'A. What did the colonists accomplish by opposing the tea tax? 
4. Review the events which mark the growing feeling of resentment be- 
tween the colonists and the English government. 



546 THOUGHT QUESTIONS 

Chapter XIII. 

1. Discuss the meaning of the inscription on the statue of the minuteman : 

" Here once the embattled farmers stood, and fired the shot heard 
round the world." 

2. Beginning with the forming of the British soldiers for the march to 

Lexington, picture the various scenes of the night and day. 

3. Why was this small skirmish of importance ? 

4. What were the results of the day's fights ? 

Chapter XIV. 

1. Compare the action of Ethan Allen and the " Green Mountain Boys" 

with that of the Massachusetts men who fought at Lexington. 

2. How had Washington's early life fitted him for his new work ? What- 

particular events in his experience may have helped to form his judg- 
ment of military affairs? 

3. What did the Americans expect to accomplish in these early battles of 

the war? 

4. Of what blunder of Howe did Washington take advantage? 

Chapter XV. 

1. Why did each side consider it important to hold the Hudson? 

2. Did Washington accomplish any good by the New York campaign ? 

Defend your opinion. 

3. Compare Washington and Howe as generals, from what you have .seen 

of them in the two campaigns studied. What quality in each im- 
presses you ? 

4. Explain why " Washington's defeats were almost as good as victories." 
.5. What had Howe accomplished in the New York campaign ? 

Chapter XVI. 

1. What were the discouraging problems confronting Washington dviriug 

the winter in New Jersey ? 

2. In what ways did Washington show himself a great general in this 

campaign ? 

3. What does the acceptance of British pardon by 3000 people in New 

Jersey show ? 

4. At what places, and in what ways, had Washington up to the end of 

this campaign taken the British by surprise ? 

5. What were the results of the New Jersey campaign ? 



THOUGHT QUESTIONS 547 

Chapter XVII. 

1. Discuss in class the weak points in the British plan. 

•J. Compare Burgoyne with Howe. 

:\. C.ates was much praised for his victory in the North and Washington 
blamed for the defeats near Philadelphia. Think out why it was 
that Washington's work was really a great aid to the Northern army. 

I. What was the ctTect of the use of Indians by the British in this cam- 
paign? 

."). I'orin an opinion as to the method used by Arnold to scare St. Leger's 
nnw. What is your opinion of the old saying, " All is fair in 
war " ? 

Chapter XVIII. 

1 . Why did paper currency become worth less than its face value ? 

2. Why do you think France made the alliance with the Americans? 
;?. Why were Americans so encouraged by the French alliance? 

Chapter XIX. 

1. What was the new British plan ? 

2. Why had the British failed to " tire the Americans out " ? 

8. Why did the British expect easy victory in the South? Why did this 
expectation fail to be realized ? 

4. Explain the effectiveness of the sort of warfare conducted by Marion 

and Sumter. 

5. Review the battles from the beginning of the war in which assistance 

had been given the American army by bands of local militia. 

6. What British posts in the Northwest did George Rogers Clark take? 

Why was his achievement important ? 

Chapter XX. 

1. In what ways did Greene show himself a great general in his Southern 

campaign ? 

2. What is your feeling toward Benedict Arnold ? What toward Andre ? 
:]. Compare Andre with Nathan Hale. 

4 . Show that Washington showed wisdom in his choice of officers for the 

Southern campaign. 
.-). Show that Cornwallis was unwise in his movements in Virginia, 
(i. Why was Washington's plan dependent upon the presence of the 

French fleet ? 



548 THOUGHT QUESTIONS 

Chapter XXI. 

1. Review the Struggle for Independence. 

2. Review Washington's career a.s commander-in-chief. What quahties 

did he show ? 

3. How long did it take to settle the terms of the treaty ? 

4. Compare the territory of the United States in 17S3 with its territorj- 

now. 

Chapter XXII. 

1. Why would the issue of paper money afford no real relief? 

2. Why should this time be called " the critical period " ? 

3. Study the weaknesses of the Articles of Confederation. 

4. Why did most of the peoph.^ fear a strong central government ? 

5. What effect did Sha}^s's Rebellion have in molding public opinion in 

regard to the government ? 

Chapter XXIII. 

1. What jealousies between states or sections made the work of the con- 

vention more difficult? 

2. What were the three compromises made by the opposing factions? 

3. Show how the power of the central government was made greater thiin 

in the Confederation. 

4. What is meant by our " threefold government " ? What is tlie func- 

tion of each of its parts ? 

Chapter XXIV. 

1. Suppose that Rhode Island and North Carolina had never come into 

the Union. Would any disadvantages have come to them or to the 
other states from this action ? 

2. Compare the system of local government in Massachusetts with that 

of Virginia. Would you expect these states to approve a strong 
central government? 

3. What state first ratified the Constitution? Which was the deciding 

state which secured the adoption ? 

PART III 
Chapter II. 

1. Why should the national government assume the state debts? 

2. What ground had France for asking aid of the United States? 

3. What ground had Washington for refusing it ? 



THOUGHT QUESTIONS 549 

4. From what public document i.s the quotation " all men arc created free 
and equal " taken ? 

.3. Contrast the American and the French Revolution. What part did 
Lafayette take in the latter? 

G. Why do we not have duties on exports in the United iStatos? 

7. To which construclion of the Constitution do you incline — loose or 
strict ? Defend your position. 

N. Can you explain the commercial difficulties between the United .States 
and England ? 

'.). Was Washington elected by the Federalist party? Was he a Fed- 
eralist ? 

Chapter III. 

1. Study the extract from the " Kentucky Resolutions" of 1799 (page 

283) with the rjuestions below. 

2. What do you think the result would be if nullification were practiced 

b}^ the states? 
o. Had the experiment of alltjwing the states to judge whether or not they 

should obey the laws made by Congress ever been tried ? When ? 

With what result? 
4. What way does the Constitution provide to test whether laws are 

constitutional or not ? 

0. In what way was the Whisky Rebellion a test of the strength of the 

new government ? 
fi. Why were the Alien and Sedition laws unwise measures for the Feder- 
alist party to advocate ? 

7. What political result followed their pas.sage? 

8. Why was the invention of the cotton gin important? How did 

people of both North and South regard slavery at this time ? Was ' 
the slave trade legal ? Review the provision of the Constitution in 
regard to it. 

Chapter IV. 

1. In what way was the purchase of Louisiana a departure from the prin- 

ciples of the Republican party ? 

2. In what ways can you prove that the purchase was a wise act? 

3. If j'ou had lived in Jefferson's time, would you have been Republican 

or I'>deralist ? 

4. What did Napoleon mean by his statement when the purchase was 

concluded, " I have given England a rival that will humble her 
pride " ? 



550 THOUGHT QUESTIONS 

5. What was gained by the explorations of Lewis and Clark ? 

6. Compare the Clermont with the steamboats of to-day. Find pictures 

of modern steamers. 

Chapter V. 

1. What would you expect the effect of a Non-intercourse Act to be? 

Do you remember any other time in American history when such a 
measure was resorted to? 

2. Why did the Embargo Act fail to accomplish the desired result ? 

8. What was the reason that the " commercial interests of the country " 
wished to avoid war with England ? 

4. Why did the Republicans desire to avoid trouble with France ? 

5. Why did Madison wish to avoid war entirely ? 

Chapter VI. 

1. What principle of the Republican party, carried out by Jefferson and 

Madison, had made war difficult ? 

2. Henry Adams is mentioned in the text as historian of the struggle for 

commercial independence. Note that he is a member of the famous 
Adams family, descended from John Adams. Consult your ency- 
clopedia for other distinguished members of this family. 

Chapter VII. 

1. Make a list of famous ships engaged in the war. Prepare yourself 

to tell the story of one of the " ship duels." 

2. How do you account for the American victories on the sea ? 

Chapter VIII. 

1. Can you explain why Harrison and Jackson were able to do more 

effective work against the enemy than previous commanders ? , 

2. Why did the British attack New Orleans? What do you think they 

hoped to accomplish there ? 

3. How was it fighting occurred after the treaty of peace was signed ? 

Could this happen now ? Tell why. 

Chapter IX. 

1. Why were better routes of travel over the Alleghenies necessary? 

2. For what commercial reasons were such routes desirable? 

3. What political ead would be served by closer communication with the 

West? 



THOUGHT QUESTIONS 551 

4. Make a list of the new questions in politics. 

0. During the Era of Good Feeling were all men really agreed on political 

matters ? Prove your answer. 
(). Had the American nation any right to dictate in regard to other 

American countries ? 
7. Review the history of slavery in .\merica. 

Chapter X. 

1 What political party formed tli(> foundation for the new National 
Republican party ? 

2. What new principle had been added to the beli(!fs of the older party? 

3. What position did the Republican or Democratic party take on this 

new question '.' 

4. How was John C^uincy Adams elected to the Presidency ? 

5. Why do you think he failed of reelection? 

6. Make a list of the influences which brought about increased manu- 

factures. 

7. What are the arguments in favor of a protective tariff ? 

8. What are the arguments for free trade ? 

Chapter XI. 

1. Think of descriptive words which you might use to show the character 

of Jackson. 

2. Think out clearly the position taken by the " states' rights " men of 

the South. Compare their threats of secession with the position 
taken by the Federalists of X'ew England at the time of the Hartford 
Convention. Review the Kentucky and Virginia resolutions. 

3. Compare the Jeffersonian Republicans with the Democrats of Jack- 

son's time. 

4. Discuss the " Spoils System." What harm could it do? 

5. Had the President any authority to enforce the tariff law in South 

Carolina if the state refused obedience? 

6. Who were the great men in pubKc life at this time ? 

Chapter XII. 

1. Find, with your teacher's a.ssistance, answers to these que.stions : — 

1) Why do people put money into banks ? 

2) Why do banks wish to receive people's money ? 

3) What do the bank.s usually do with the money deposited in thein ? 

4) What are ban k» notes ? 



552 ■ THOUGHT QUESTIONS 

5) Can anyone who wishes to estabhsh a bank do so, and issue as many 

notes as he pleases ? 
(j) How "vvas it possible for so many '" wild-(-at banks " to come into 

existence in Jackson's time ? 
7) If all the depositors in a bank were to ask for their deposits on the 
same day, would the bank probably be abh- to meet the demand ? 
Give a reason for your answer. 
•_'. In what way did people buying Western lands expect to make money 

from them ? 
;!. What do we mean by speculation ? Is it a safe business method V 
4. Do you agree with Garrison that no union was better than a union with 
slavery ? 

0. Show how inventions since Washington's time had changed living 

conditions, 
(j. Show how methods of work had l;een changed by inventions. 

Chapter XIII. 

1. Why do we consider the Mexican Wav as part of the general question 

of slaveholding in the United States ? 

2. What made Southerners desirous of making war on Mexico ? 

.}. Was the United States justified in making war on Mexico ? Defend 
your opinion. 

4. Would the Wilmot Proviso have been fair to the South, had it been 

passed ? 

5. Select descriptive words to show the character of John Quincy Adams. 

6. Review the history of slavery in the United States. 

Chapter XIV. 

1. What reasons had the South to complain in regard to the Fugitive 

Slave Law ? 

2. Were people in the North justified in their action toward this law? 

3. What was the " Underground Railroad " ? 

4. Was it right for Northern people to help slaves to escape? 

5. Compare the Personal Liberty Bills with the Nullification Ordinance 

of 1832. 

6. How do you explain the fact that California wished to come into the 

Union as a free state? 

7. Why did Clay's attempt to settle the slave f|uestions by compromise 

have no lasting effect? 

8. AVhy did the North and the South fail so absolutely to understand 

each other, and to see each other's point of view ? 



THOUGHT QUESTIONS 553 

Chapter X\'. 

1. How did tlu- Divd Scott Docisio,, " opn, all United States torritorv to 
.slavery " '.' 

-'. How ,H<i tlH- Dred Scotl l),vision turn n.nny Xorthen, „.,•., to tlu' 
Republican party '.' 

;!. Why did Southerners u„| wish lu Icnxv .l.^vry .|ucsti.,us in the terri- 
liiries to " popular so vereinntv '" Z 

I. Cnnipare Douglas and Lincohi at Ihc time ui liicir faninus debates 

... \\hy was Doughis unable \o reconcile the doctrine .,f popular sover- 
eignty with accej)taiice of the I3rcd Scott Decision ■,' 

(1. What is your opinion of .h.iui Brown ? Sliould the North as a .section 
be held responsible for his action " 

7. What causes brought Lincohi tlu' [.residential nomination > What 

probably caused his election ? 

8. With what political doctrine do you a.s.sociate each of the followin- • 

Calhoun, Webster, Clay. Douglas. Lincoln. " 

Chapter XVL 

1. Can you account for Abraham Lincoln's r'tiaracter by his ancestors or 

his surroundings in early life? 

2. Were Southerners justified in believing that the success of a " sectional 

party " in the election of 1860 meant that they could no longer 
expect anything but destruction by the North ^ Defend your opinion 
.?. Compare the Northern and the Southern view of the Constittition 

4. Select descriptive words to show the character of Buchanan. 

5. What is meant by " to coerce a state " ? 

6. Explain the lack of united feeling in the North. 

7. Having seceded, had the South a right to take possession of United 

States property within the bonders of the Confederacy? Defend 
your opinion. 

8. Not recognizing the Southern states as having any right to secede, was 

the United States government consistent in resisting the seizing of 
national property ? 

9. Can you think of any w^ay, at all likely of acceptance by both sides, by 

which war might have been avoided "! 

Chapter XVIL 

L ^^■hy should the " doubtful states " have been doubtful? 
2. ^^ hat special danger to the Union would have followed the secession of 
Maryland ? 



554 THOUGHT QUESTIONS 

S. Show how the firing on Fort Sumter unified Northern feeUng. 

4. Make special note of tlie advantage to the Confederacy of Virginia's 

secession. 

5. Study carefully the comparison of conditions in the two sections when 

war began. 
(). Explain why the .Southern ex])ectation of Knglish interference with the 
hlDckade failed. 



Chapter XVI II. 

1. Was it wise or unwise for the Confederacy to move its capital from 

Montgomery to Richmond ? 

2. For what reason was the change probably made ? 

;?. Why was eastern Virginia so important a war center ? 

4. Study the lines of the two armies in the Middle West at the Ijeginning 

of action. 

5. What effect do you think Grant's victories at Fort Henry and Fort 

Donelson and the withdrawal of the Confederate army from Ken- 
tucky had upon the people of that state ? 

6. What were the qualities that General Grant showed in this western 

campaign ? 

7. Study the Chronological Table on page xi. Appendix. 

8. Study the plan of war adopted by the Federal government. Why were 

the Confederate plans less concerned with aggresdve movements'.' 

Chapter XIX. 

1. Why was the blockade important to the success of the North? Why 

was i he capture of New Orleans important ? 

2. Why were Southerners willing to take the risks involved in " running 

the blockade " '? 

3. Why was the battle between the Merrimac and the Monitor im- 

portant ? 

4. In what way do the present ironclads resemble those of 1862 "? 

5. What disadvantages did each of these ships possess which have now 

been overcome ? 
(j. Re\'iew McClellau's career up to the time of Antietam. What do you 

consider his prominent cjualities as a general "? 
7. Notice the change in commanders in the Confederate army. Review 

Lee's career before the war, noticing his prominent position in the 

United States army and his opportunity for advancement. 



THOUGHT QUESTIONS 555 

('lia|)Icr XX. 

I- (>vl all the information you can about the Alabama: its building; 
trouble over its leaving port; the damage it did to North(>rn com- 
merce ; what became of it ; the " Alabama claims." 
I. \\"hy was Lincoln careful to make the Emancipation Proclamation 

declare freedom only for those slaves owned in seceded states? 
.'>. What ground had dissatisfied Northerners for objecting to Lincoln's 

action ? Were these objections justified ? 
i. Why was the Union victory at Gettysbui-g an important gain ? 

0. Why has Lee's advance to Gettj^sburg been called " the high tide of the 

Confederacy " ? 
t). \\'hy was Lincoln no longer sure of strong support of his measures in 
the North? 

Chapter XXL 

1. What difficulties had Grant to encounter in the campaign against 

Vicksburg ? 

2. Why was his final victory so highly praised ? 

;i What do you think would have been said of Grant if he had not reachcfi 
final success in the campaign ? 

4. Compare the strength of the North and the South at this time : their 
annies in number and ecjuipment, their wealth, their connnerce, 
their industrial independence of other countries. Had the condi- 
tions in the South changed since the early part of the war? Had 
they changed equally at the North? 

."). Review the battles of the war. Use the chronological chart, pages xi 
and xii, appendix. 

(>. Show how Grant's career tlu-ough tlu> war led to his appointment as 
commander-in-chief. 

Chai)ter XXIL 

1. Review the war i)y years, using the maps, pages ;^,Si), :J97, 4L') L>7 43S 

141). 

2. Review the war by battles, naming the important engagements, telling 

which side won in each case, 
•■i. Make a list of the generals on each side. With what campaigns do you 

associate each ? 
I. Find out about the captun^ of .I(>fTerson Davis, his imprisonment, and 

his subseciuent life. 
■" Compare Grant and Lev, in ap{)earance, in early life and training, and 

in fighting qualities. 



556 THOUGHT QUESTIONS 

(). When did the last of the Confederate .soldiers surrender? 
7. What was Lee's subsequent life? 

Chapter XXIII. 

1. Review Lincoln's life. 

"2. Compare the cost of the war to the North and to the South. What 
were business conditions in the Noi'th when the war came to an end ? 
In the South ? 

3. How did the government raise money to carry on the war? 

4. What were the results of the war? 

Chapter XXIV. 

1. Compare the problems resulting from the war in the North with those 

in the South. 

2. How can you account for the attitude of the negroes after the war' 

3. What was Lincoln's theory as to the seceded states ? 

4. What was his plan of reconstruction? Was this plan acceptable tci 

Congress ? 

5. What was the attitude of the radical party in Congress toward the 

seceded states ? 
f). What danger to the North was possible if Lincoln's plan for reconstruc- 
tion had been adopted ? 

7. How might the Southern people have protiied if Lincoln hud lived and 

had carried out his plan for reconstruction ? 

8. Why did Thaddeus Stevens believe in the treatment which he recom- 

mended for seceded states ? 

9. Discuss the opposing views of reconstruction. Which do you consider 

the better? 

Chapter XXV. 

1. Review the reconstruction measures taken by Lincoln. Form an 

opinion as to the plans of President Johnson and those of Congress. 
Which seem to you the most wise and just? Defend your opinion. 

2. Study the amendm(>nts to the Constitution which were made in the 

reconstruction period. (See Constitution in Appendix.) 
'.'}. What is your opinion of the Tenure of Office Act ? 

4. Review the events which led to the impeachment of the President. 

5. Look up in the Constitution (Appendix) the provision for impeachment 

of a President. What other officers may be impeached? 



THOUGHT QUKSTTONS 557 

n. Make an estimate' of Johnson's character. In what ways did he seem 
to lack understanding of the dignity of his office? What were his 
good finalities? 

Chapter XXVI. 

1. Were the Southern people justified in resisting negro rule? 

2. What is j^our opinion of the methods employed by the Ku Klux Fvian? 
'.\. Did justice to the negro re(|uire that he be allowed to vote? What 

advantage would he gain through the right?" 
I. Were the conditions affecting the negro's ability to vote intelligently 

just after the war any different from the conditions now? 
T). What is your opinion as to the wisdom of negro suffrage now ? Is it 

wise to allow all white men to vote ? Are there any restrictions upon 

the suffrage in any Noi'thern state ? 
(3. What is being done for the negro in these days to make him a bettei' 

citizen ? Can you name some of the men who are influential in thus 

helping the black race? Can you name one negro man who has 

risen to a high place in public opinion '.' What do you think are the 

possibilities of the race? 

Chapter XXVII. 

1. Show on a map the states west of the Mississippi, marking (jn each the 

date of its admission. 

2. Why did Congress give land along the railroad routes to the companies 

l)uilding the roads ? What return did Congress expect the com- 
panies to make to the nation for these grants ? 

li. F'orm an opinif)n in regard to the treatment of the Indians l)y the 
I'nited States government. Has the government attempted to 
civilize the Indians? Should it do so? Have the Indians shown a 
desire to become civilized ? How can the government, which always 
paid the Indians for their land, hv acoised of unfairness in buyiiii; 
it ? 

\. Why did the " Homestead Law " require that settlers must build 
hnmcs and cultivate their farms within a required time? 

.'). Arc thci'f any public lands in tlie West now open for homeseekers '.' 

Chapter XXVII 1. 

1. Make as full a list as you can of in 'ciitions during the second half of 

the nineteenth century. 

2. Make a list of electrical devices. 



558 THOUGHT QUESTIONS 

3. Make a list of petroleum products.- 

4. Are all of our " modern conveniences " really benefits? Are our lives 

any better because of them ? Defend your opinion. 

5. What are the advantages of city life? of country life? 

6. Has country life changed in equal measure with city life? Contrast 

the farm home of fifty years ago with the farm home to-day. 

7. What are the disadvantages of city life ? of country life ? 

8. Compare the cities of to-day with the old-fashioned city or town. 

Mention size, kind of buildings, streets, transportation facilities, 
industries, commerce, amusements. 
Illustrate, if possible. 

9. Think out the changes which common u.se of the telephone has 

brought; of wireless telegraphy, especially on the ocean; of the 
automobile ; of motor boats. 

Chapter XX iX. 

1. Remember that by the " New South " we mean a new system of in- 

dustry, and an enlarged industrial activity. Keeping this in mind, 
what have been the great changes in Southern industrial life ? 

2. Study census reports, for the growth since the war of Southern cities. 

3. What has greatly increased the commercial possibilities of New 

Orleans? What is the rank of the city as an export city? What 
are its leading exports? (Consult your geography.) 

4. Gather information as to the natural resources of the South. What 

are some of its diversified products ? 
.5. Learn, if possible, what sort of work the two negro schools mentioned 
in the text are doing. How is their influence spread among the 
negroes of all Southern sections ? 

Chapter XXX. 

1. Study the causes of the Panic of 1873. 

2. What is your opinion in regard to the election of 1876? 

3. Review the life of Grant. 

4. Do you consider the question of free silver settled permanently? 

What do we mean by a gold standard? Are there any countries 
which have a silver standard ? 

5. Study arguments for protection and for free trade. You will find 

much information by talking over these questions with the men of 
your acquaintance. By collecting arguments offered by as many 
different people as possible, you will soon come to know the principal 



'I'liorciiiT giKSTioxs 559 

ar.iiiiincnts icliccl i>ii by I'ach .•^ide. Think oN'tT these, preparing 
yourself for inteUigent understanding of tlie ([uestion. 

0. Fonn an opinion on tlie desirabiUty of civil serviee reform. Are 
conditions now as they siiouid be? If not, reeognize your duty when 
you reach tiic \otitig age lo place your inliucnce on the right side. 

7. Learn all you can about industi'ial conditions in your own town. 
.Nhd<f a list of the indusii-ies: find out if there are any natural rea- 
sons foi- the location of these industries h<'re. .Xre there any natural 
obstacles to the successful o|)eration of these industries? 

S. How many of these Industrie-^ are carried on by corporations ? IIow 
many by individuals ? Does any corporation control more than 
one typo of industry? 

9. Investigate the hours per day reiiuired in these \-arious industries. 

10. find out the least auMiunl of wages upon which a man in your com- 

imuiity can li\e decently, and care for his family. How do wages 
comjjai'e with this minimum amount? 

11. Learn what you can about sanitary ciinditions in the \'arious indus- 

tries. 

1_'. What aie tlie child labor laws of your state'.' 

1;}. Ari' there laljnr unions in your town ? What have they accomplisheil 
for the bettei-nient <if llie workingmen ? Haxc they exei-ted anv 
evil influence- '.' 

II. Learn what you can about tlu' recent activities of the government 
in regard to tru-ts. especially the Standard Oil Company, the \ew 
Haven Hailioad. and the Tobacco trust. Find out about the Hher- 
man .Anti-Trust Law : and how it has recently been applied. 

1.5. Learn to gi\'e at tentinn to jxilitical discu.ssion^ which you hear about 
yo\i. weighing arg\uuents, and thinking out answers to meet them 
ulieii you believe they are wrong. Every (juestion of the day will 
need your intelligent knowledge before manv years. Trj' to dis- 
eus.s (|uestions on theii- merits, without allowing prejudice to 
enter. 

Chapter XXX L 

1. l{eview the Monroe Doctrine. In what cases has our state depart- 

ment acted in accordance with it ? 

2. What is youi' opinion of Cleveland's action in regard to the Venezuelan 

boundary? 
:'. Were the Cubans justified in their revolt a<:ainst Spain? Wa-' the 
Fnited States ju.stified in its intervention ? 



560 THOUGHT QUESTIONS 

4. Study the question of arbitration carefully. What objections can be 
offered to it ? What advantages does it possess ? What can we do 
to help along the coming of international disarmament? Do you 
believe it can be brought about ? 

Chapter XXXII. 

1. Review the history of the Republican party. IIow do you account 

for the Democratic victory in 1912? 

2. To what did the Democratic party pledge itself in its platform used in 

the election of 1912? 

3. W'hat attitude has President Wilson taken toward the promises made 

by his party in this platform ? 

4. Have any of these promises been redeemed? 

5. What disadvantage results from the continuance in power of one party 

through a long term of years ? 

6. Can the results of party legislation be fairly judLcod within the lem^th 

of a single Presidential term ? 

7. For what do Democrats stand to-day ? I'or what do Republicans 

stand? What do we mean by "progressive tendencies"? For 
what does the Progressive party stand ? 

8. Study the Panama Canal Tolls Exemption Law. What arguments 

led to its passage? What argument was offered against it? Ac- 
count for the sudden and widespread reversion of feeling against it. 
To what action has this led ? 

(Some of the above cjuestions you will not find answered in your text. 
The time has now come for you to find your history in the press and in the 
minds of the people all about you. Study questions by use of these sources.) 



APPENDIX 



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II. CUKONOLOCaCAL-CHAHr OF I'HE STRLKMiLE BETWEEN 
ENGLAND AND FRANCE FOR AMERICA 

lfiS!)-l()!)7. King- William's War. 

KillO. Port Royal taken by the English. 

UJyT. The treaty gave Port Royal back to France. 
1701. The French began to occupy the Mis.sissijjpi Valley. 
17U2-1713. Queen Anne's War. 

1710. Port Royal again taken. 

171'"?. The treaty gave Acadia to England, and acknowledged the 
English claim to Newfoundland and Hudson Bay. 
1744-1748. King George's War. 

1745. Louisburg taken by the English. 

1748. The treaty gave Louisburg back to France. 
1748. The Ohio Company formed. 

1753. The French fortified the Allegheny Valley. 

1754. The Albany Convention — Fi-anklin's plan of union. 
1754-176:}. Last French War. 

1754. Fort Duquesne built — Washington defeated. 

1755. Braddock's defeat. 

The removal of the Acadians. 

1758. Louisburg taken by the English. 
Fort Duquesne taken by the English. 

1759. Forts Niagara and Ticonderoga taken by the English. 
Quebec captured. 

1760. Montreal captured. 

1763. The treaty put an end to French rule in America. 



IV 



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viii APPENDIX 

IV. REVIEW OF NATIONAL PERIOD BY ADMINISTRATIONS 

Washington's Admiuistration, 17S9-1797. 

First Congress passed financial laws ; trouble with Indians ; AVhisky 
Rebellion; "Citizen" Genet and the Proclamation of Neutrality; 
Treaty with England; invention of cotton gin ; Vermont, Kentucky, 
Tennessee admitted to the Union; census taken. 

Adams's Administration, 1797-1801. 

Threatened war with France; Alien and Sedition Acts; Kentucky and 
Virginia Resolutions; locomotive invented. 

Jefferson's Administration, 1801-1809. 

Jieduction of government expenses; War with Tripoli; Ohio admitted; 
Louisiana purchased ; Lewis and Clark expedition ; slave trade abol- 
ished : the Embargo Act. 

Madison's Administration, 1809-1817. 

War of 1812; Hartford Convention ; Indiana and Louisiana admitted. 

Monroe's Administration, 1817-1825. 

"Era of Good Feeling"; Florida purchased; the Missouri Compromise; 
Missouri, Illinois, Alabama, ]\Iaine, and Mississippi admitted to the 
Union; first steam voyage across the Atlantic; the Monroe Doc- 
trine ; visit of Lafayette to America. 

John Quincy Adams's Administration, 1825-1829. 

The first railroad in America; Georgia admitted; first threshing 
machine; the Erie Canal; Webster's Dictionary; "The Tariff of 
Abominations." 

Jackson's Administration, 1828-1837. 

The spoils system introduced; nullification in South Carolina; finan- 
cial difficulties; Jackson's attack ou the United States Bank; the 
Specie Circular; Michigan and Arkansas admitted to Union; anti- 
slavery movement in the North; rise of American literature; tem- 
perance movement ; the INIcCormick reaper invented. 

Van Buren's Administration, 1837-1841. 

Panic of 1837; United States Treasury established; friction matches, 
vulcanizing rubber, daguerreotype and telegraph invented. 

Harrison and Tyler's Administration, 1841-1845. 

Texas annexed; growth of abolition movement; use of ether dis- 
covered ; Texas and Florida admitted to Union. 



APPENDIX ix 

Polk's Administration, 1845-1849. 

Oregon boundary settled; Mexican War; Wilmot Proviso proposed but. 
failed of passage; sewing machine and lloe printing press invented; 
Iowa and Wisconsin admitted; gold discovered in California. 

Taylor and Fillmore's Administration, 1849-1853. 

Compromise of 1850 (Fugitive Slave Law, California admitted as a 
free state); "Uncle Tom's Cabin" published; the "Underground 
Railroad." 

Pierce's Administration, 1853-1857. 

Kansas-Nebraska Bill; the struggle in Kansas; Gadsden purchase 
from Mexico. 

Buchanan's Administration, 1857-1861. 

John Brown's raid; Dred Scott Decision; Minnesota, Kansas, and 
Oregon admitted; Lincoln-Douglas debates; secession of South 
Carolina .followed by other states upr>n election of Lincoln; oil dis- 
covered in Pennsylvania. 

Lincoln's Administration, 18G1-18G5. 

War between the States ; Emancipation Proclamation ; first telegraphic 
message s'^nt under the Atlantic; the Morrill tariff; West Virginia 
and Nevada admitted to the Union. 

Johnson's Administration, 1865-1869. 

lleconstruction; thirteenth and fourteenth amendments to the Consti- 
tution ; Alaska purchased ; French aggression in Mexico ; Tenure of 
Office Act; impeachment of the President; Nebraska admitted. 

Grant's Administration, 1860-1877. 

Reconstruction concluded; fifteenth amendment; Ku Klux Klaii ; 
Pacific railroad; Chicago fire; financial panic of 1873; Colorado 
admitted; Centennial Exposition, 1876; Atlantic cable successful. 

Hayes's Administration, 1877-1881. 

Anti-Chinese legislation; new treaty with China; withdrawal of 
troops from the South; railroad strikes; electric light and telephone 
invented. 

Garfield and Arthur's Administration, 1881-1885. 

Assassination of Garfield; civil service reform ; Brooklyn Bridge com- 
pleted. 



X APPENDIX 

Clevelaud's First Adruiiiistration, 1885-1889. 

Interstate Commerce Act; Chinese Exclusiou Act; labor troubles; Chi- 
cago anarchists; Charleston earthquake. 

Harrison's Administration, 1889-1803. 

Reciprocity autliorized; Johnstown flood; war with the Sioux; North 
Dakota, South Dakota, i.Iontana, Washington, Idaho, Wyoming, ad- 
mitted to the Union ; Oklahoma opened for settlement. 

Clev'eland's Second Administration, 1893-1897. 

The Sherman Silver Act; the Wilson tariff; the Venezuela dispute; 
income tax (declared unconstitutional); labor troubles; World's 
Fail" at Chicago ; Hawaiian Revolution ; Utah admitted. 

McKinley's Administration, 1897-1901. 

Chinese Exclusion Act; War with Spain; War in the Philippines; 
Hawaii, Porto Rico, Philippine Islands, Guam, Samoan Islands ac- 
quired; arbitration treaty; Hay-Pa uncefote treatV; Hague Peace 
Conference; Cuba nnder the protection of the United States; 
assassination of McKinley ; Buffalo Exposition. 

Roosevelt's Administration, 1901-1909. 

Trust legislation; Pure Food Law; Meat Inspection Act; Oklahoma 
admitted ; San Francisco earthquake ; expositions at St. Louis, 
Seattle, and Jamestown ; Panama Canal begun ; aeroplane invented. 

Taft's Administration, 1909-1913. 

Payne Tariff Act; Canadian reciprocity agreement proposed; North 
Pole discovered ; Postal Savings Banks established ; Parcel post law ; 
Canal administration act, remitting tolls for American vessels engaged 
in coast-wise trade. 

Wilson's Administration, 1913- 

Underwood Tariff Law; Constitutional amendment permitting an income 
tax; Constitutional amendment providing for popular election of 
senators. 



APPENDIX 



XI 



1619 

17S7 
1793 
ISOS. 
1S21). 
1S45, 
1S46- 
18.50, 
1S54. 
1S5G. 
1857. 
IS.W. 

isao. 

1861. 



ISHl 



THE SLAVERY QUESTION AND THE WAR BETWEEN 
THE STATES 

Slavoiy in Amorica boErun. 

Slavery prohibited in Nortliwost Tc^rritory. 

Invention of cotton i^iu. 

Slave trade prohibited. 

Missouri Compromise. 

Annexation of Texas. 
-184S. Mexican War. 

Compromise of 18.51). 

Kan.sas- Nebraska Bill. 

Republican party or,i;anized. 

Dred Scott decision. 

John Brown's raid. 

Election of Lincoln. 

Sece.ssion of South Carolina, followed by six othei- Soutiiern states. 

Or2;anij;ation of Southern Confecleratioi. 

Seizure of forts and othcM- U. S. [)roperty in the South. 

Firing on Fort Sumter. 
-186.5. War between the States. 



West 



1861 



East 

Fort Sumter (Confederate vic- 
tory) 
Bull Run (Couf.) 



1862 



Forts Henry and Donelson 

(Union victory) 
Island No. 10 (Union) 
Shiloh (Union) 
New Orleans (Union) 
Corinth (Union) 
Murfreesboro (Union) 

Union army victorious 
in the West 



Peninsula Campaign (Conf.) 
Jackson in tiie Shenandoaii 

(Conf.) 
Lee's first invasion and Antie- 

tam (Conf) 
Fredericksbuig (Conf.) 



Confederates victorious 
in the East 



xii APPENDIX 

West East 

1863 

Vicksburg (Union) Chancellorsville (Conf.) 

Port Hudson (Union) Gettysburg (Union) 

Chickamauga (Conf.) 
Chattanooga (Union) 

Union armies victorious 
in both East and AVest 

1864 

Grant's "Hammering Campaign" 
against Lee (victories for both 
sides) 

Sherman's march from Atlanta to Savannah (Union) 

Nashville (Union) Sheridan in the Shenandoah 

(Union) 

Union armies have the advantage 

1865 

Grant, Sherman, Sheridan, and 
Thomas all closing in upon 
Lee 

Surrender of Confederate armies 



1865-1873. Reconstruction. 



APPENDIX 11 



GROWTH OF THE UNITED STATES 
I. TABLE OF THE THIRTEEN ORIGINAL STATES 



Colony 


Datk 


FiEST Settlement 


Motive 


Settlers 


Virginia 


1607 


Jamestown 


Wealth 


English 

adventurers 


Massachusetts 


1620 


Plymouth 


Religious 

freedom 


English 

Separatists 


New York 


1623 


IManhattan 

Island 


Trade 


Dutch 


New Hampshire 


1623 


Portsmouth 


Trado 


Colonists from 

Mass, 


Maryland 


1634 


St. Mary's 


Religious 

freedom 


English Roman 

Catholics 


Connecticut 


1633 


Windsor 


Make homes 


Colonists from 

IMass. 


Rhode Island 


1036 


Providence 


Religious 

freedom 


Religious refugees 
from Mass. 


Delaware 


1638 


Wilmington 


Wealth 


Swedes 


North Carolina 


1640- 


Albemarle 


Home making 


English refugees 




1663 


Sound 


and political 
strife 


and Huguenots 


Sonth Carolina 


1670 


Charleston 






New Jersey 


1664 


Elizabethtown 


Trade and re- 
lig. freedpm 


Dutch and 

Quakers 


[Pennsylvania 


1082 


Philadelphia 


Religious 

freedom 


Quakers 


Georgia 


1733 


Savannah 


Philanthropy 


Scotch and 

English poor 



XIV 



APPENDIX 



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P, 5^ 



APPENDIX xvii 

HI. POPULATION OF THE UNITED STATES AT EACH CENSUS 



Tear 


Population 


Population in 


No. Cities of 


Population of Free and 






Cities 


MORE THAN SOOO 


Slave States 










Free 


Slave 


1790 


3,929,214 


131,472 


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1,961,372 


1800 


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350,920 


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3,480,902 


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9,638,453 


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13 


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4,485,819 


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12,806,020 


864,509 


26 


7,006,399 


5,848,312 


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17,069,453 


1,453,994 


44 


9,733,922 


7,334,433 


1850 


23,191,870 


2,897,586 


85 


13,599,488 


9,663,997 


1860 


31,443,321 


5,072,250 


141 


19,128,418 


12,315,372 


1870 


38,558,371 


8,071,875 


226 






1880 


50,155,783 


11,318,547 


286 






1890 


62,622,250 


18,272,503 


447 






1900 


75,477,467 


24,992,199 


545 






1910 


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J dim Quincy Adam 

Andrew Jackson 

Martin Van Buren 
William Henry Har 


John Tyler 
James Knox Polk 
Zachary Taylor 
Millard Fillniore 
Franklin Pierce 
James Buchanan 
Abraham Lincoln 

Andrew Johnson 
Ulysses Simpson G 


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James Abram Garfi 
Chester Alan Arthii 
Grover Cleveland 
Benjamin Harrison 
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APPENDIX IV 

SUGGESTED HEADINGS EOR REVIEW FORMS 



I>ANI> DiSCOVF.RKD 



Ky Whom 



When 



I'.XPLORKU (Nationality) 



ItKGIONS ViSITKH 



Sktti.kmknts Madf. 



roLoxy First Settlement By Whom When Why 



Names op Placks 



Colony or State 



Events Connected With 



Names of People Kiuthplace Time Events Associated With 



XX 



APPENDIX 



Between Whom 



When Begun 



WuEN Endep 



Battles 



In What Wau 



Between Whom 



Victory for 



Leaders 



Administration 



Important Events 



Peeb. Elections 


Time 


Parties 


Candidates 


Successful 













DATES WITH EACH OF WHICH EVERY CHILD SHOULD 
CONNECT AN EVENT 



1. 1492 

2. 1522 

3. 1588 

4. 1607 

5. 1619 

6. 1620 

7. 1689 

8. 1733 

9. 1754 
10. 1763 



11. 1775 

12. 1776 

13. 1781 

14. 1783 

15. 1787 

16. 1789 

17. 1803 

18. 1807 

19. 1812 

20. 1825 



21. 1846 

22. 1848 

23. 1860 

24. 1861 

25. 1863 

26. 1865 

27. 1807 

28. 1877 

29. 1896 

30. 1898 



APPENDIX 



XXI 



PEOPLE WHOM EVERY CHILD SHOULD KNOW 
SOMETHING ABOUT 



1. Leif Ericsson 

2. Marco Polo 

3. Henry the Navigator 

4. Columbus 

5. Americus Vespucius 

6. Balboa 

7. Magellan 

8. De Soto 

9. Cartier 

10. Cliauiplain 

11. Marquette 

12. La Salle 

13. Drake 

14. Raleigh 

15. John Smith 

16. Bradford • 

17. Winthrop 

18. Roger Williams 

19. Hudson 

20. Stuyvesant 
The 



21. Lord Baltimore 

22. Penn 

23. Oglethorpe 

21. Edmund Andros 

25. Berkeley 

26. Bacon 

27. Leisler 

28. Franklin 

29. Braddock 

30. Montcalm 

31. Wolfe 

32. Samuel Adams 

33. Patrick Henry 

34. Hancock 

35. Jefferson 

36. Howe 

37. Burgoyne 

38. Cornwallis 

39. Clinton 

40. Lafayette 



presidents are omitted from this list, it being 
edge of them is necessary. 



41. Greene 

42. Steuben 

43. Hamilton 

44. Eli Whitney 

45. Robert Fulton 

46. Calhouu 

47. Clay 

48. Webster 

49. McCormick 

50. Douglas 

51. John Brown 

52. S. F. B. :\Ior8e 

53. McClellan 

54. Lee 

55. Jefferson Davis 

56. Slierman 

57. Sheridan 

58. Blaine 

59. Bryan 

60. Edison 

understood that knowl- 



APPENDIX V 



DECLARATION OF INDEPENDENCE 



In Congress, July 4, 1776, 

The unanimous Declaration of the thirteen united States 
OF America, 

When in the Course of human events, it becomes necessary for one 
people to dissolve the political bands which have connected them with 
another, and to assume among the Powers of the earth, the separate 
and equal station to which the Laws of Nature and of Nature's God 
entitle them, a decent respect to the opinions of mankind requires that 
they should declare the causes which impel them to the separation. 

We hold these truths to be self-evident, that all men are created 
equal, that they are endowed by their Creator with certain unalienable 
Rights, that among these are Life, Liberty and the pursuit of Happi- 
ness. That to secure these rights, Governments are instituted among 
Men, deriving their just powers from the consent of the governed. 
That whenever any Form of Government becomes destructive of these 
ends, it is the Right of the People to alter or to abolish it, and to insti- 
tute new Government, laying its foundation on such principles and 
organizing its powers in such form, as to them shall seem most likely 
to effect their Safety and Happiness. Prudence, indeed, will dictate 
that Governments long established should not be changed for light 
and transient causes ; and accordingly all experience hath shown, that 
mankind are more disposed to suffer, while evils are sufferable, than to 
right themselves by abolishing the forms to which they are accustomed. 
But when a long train of abuses and usurpations, pursuing invariably 
the same Object evinces a design to reduce them under absolute Des- 
potism, it is their right, it is their duty, to throw oh such Government, 
and to provide new Guards for their future security. — Such has been 
the patient sufferance of these Colonies; and such is now the necessity 
which constrains them to alter their form.er Systems of Government. 
The history of the present King of Great Britain is a history of repeated 
injuries and usurpations, all having in direct object the establishment 
of an absolute Tyranny over these States. To prove this, let Facts be 
submitted to a candid world. 

xxii 



APPENDIX xxiii 

He has refused his Assent to Laws, the most wholesome and neces- 
sary for the public good. 

He has forbidden his Governors to pass I-aws of immediate and 
pressing importance, unless suspended in their operation till his Assent 
should be obtained ; and when so suspended, he has utterly neglected 
to attend to them. 

He has refused to pass other Laws for the accommodation of large 
districts of people, unless those people would relinquish the right of 
Representation in the Legislature, a right inestimable to them and 
formidable to tyrants only. 

He has called together legislative bodies at places unusual, uncom- 
fortable, and distant from the depository of their Public Records, for 
the sole purpose of fatiguing them into compliance with his measures. 

He has dissolved Representative Houses repeatedly, for opposing 
with manly firmness his invasions on the rights of the people. 

He has refused for a long time, after such dissolutions, to cause others 
to be elected; whereby the Legislative Powers, incapable of Annihila- 
tion, have returned to the People at large for their exercise; the State 
remaining in the mean time exposed to all the dangers of invasion from 
without, and convulsions within. 

He has endeavoured to prevent the population of these States ; for 
that purpose obstructing the Laws for Naturalization of Foreigners; 
refusing to pass others to encourage their migration hither, and raising 
the conditions of new Appropriations of Lands. 

He has obstructed the Administration of Justice, by refusing his 
Assent to Laws for establishing Judiciary Powers. 

He has made Judges dependent on his Will alone, for the tenure of 
their offices, and tlie amount and payment of their salaries. 

He has erected a multitude of New Offices, and sent hither swarms 
of Officers to harass our People, and eat out their substance. 

He has kept among us, in times of peace. Standing Armies without 
the Consent of our legislature. 

He has affected to render the Military independent of and superior 
to the Civil Power. 

He has combined with others to subject us to a jurisdiction foreign 
to our constitution, and unacknowledged by our laws; giving his 
Assent to their acts of pretended legislation : 

For quartering large bodies of armed troops among us: 
For protecting them, by a mock Trial, from Punishment for any 
Murders which they should commit on the Inhabitants of these States: 
For cutting off our Trade with all parts of the world : 
For imposing taxes on us withou*^ our Consent : 
For depriving us in many cases, of the benefits of Trial by Juryj 



XXIV APPENDIX 

For transporting us beyond Seas to be tried for pretended offences : 

For abolishing the free System of English Laws in a neighbouring 
Province, establishing therein an Arbitrary government, and enlargmg 
its Boundaries so as to render it at once an example and fit instrument 
for introducing the same absolute rule into these Colonies : 

For taking away our Charters, abolishing our most valuable Laws, 
and altering fundamentally the Forms of our Governments : 

For suspending our own Legislature, and declaring themselves in- 
vested with Power to legislate for us in all cases whatsoever. 

He has abdicated Government here, by declaring us out of his Pro- 
tection and waging War against us. 

He has plundered our seas, ravaged our Coasts, burnt our towns, and 
destroyed the lives of our people. 

He is at this time transporting large armies of foreign mercenaries to 
com pleat the works of death, desolation and tyranny, already begun 
with circumstances of Cruelty & perfidy scarcely paralleled in the most 
barbarous ages, and totally unworthy the Head of a civilized nation. 

He has constrained our fellow Citizens taken Captive on the high 
Seas to bear Arms against their Country, to become the executioners 
of their friends and Brethren, or to fall themselves by their Hands. 

He has excited domestic insurrections amongst us, and has endeav- 
oured to bring on the inhabitants of our frontiers, the merciless Indian 
Savages, whose known rule of warfare, is an undistinguished destruction 
of all ages, sexes and conditions. 

In every stage of these Oppressions We have Petitioned for Redress 
in the most humble terms : Our repeated Petitions have been answered 
only by repeated injury. A Prince, whose character is thus marked by 
every act which may define a Tyrant, is unfit to be the ruler of a free 
People. 

Nor have We been wanting in attention to our Brittish brethren. We 
have warned them from time to time of attempts by their legislature to 
extend an unwarrantable jurisdiction over us. We have reminded them 
of the circumstances of our emigration and settlement here. We have 
appealed to their native justice and magnanimity, and we have conjured 
them by the ties of our common kindred to disavow these usurpations 
which, would inevitably interrupt our connections and correspondence. 
They too have been deaf to the voice of justice and of consanguinity. 
We must, therefore, acquiesce in the necessity, which denounces our 
Separation, and hold them, as we hold the rest of mankind, Enemies 
in War, in Peace Friends. 

We, therefore, the Representatives of the united States of America, 
in General Congress, Assembled, appealing to the Supreme Judge of 
the >vorld for the rectitude of our intentions, do> in the Name, and by 



APPENDIX XXV 

Authority of the good People of these Colonies, solemnly publish and 
declare. That these United Colonies are, and of Right ought to be Free 
and Independent States; that they are Absolved from all Allegiance to 
the British Crown, and that all political connection between them and 
the State of Great Britain, is and ought to be totally dissolved; and 
that as P'ree and Independent States, they have full Power to levy War, 
conclude Peace, contract Alliances, establish Commerce, and to do all 
other- Acts and Things which Independent States may of right do. 
And fur the support of this Declaration, with a firm reliance on the 
Protection of Divine Providence, we mutually pledge to each other our 
Lives, our Fortunes and our sacred Honor. 

JOHN HANCOCK. 

New Hampshire — Josiah Bartlett, Wm, Whipple, Matthew 
Thornton. 

Massachusetts Bay — Saml. Adams, John Adams, Robt. Treat 
Paine, Elbridge Gerry. 

Rhode Island — STEP. HoPKlNS, WILLIAM Ellery. 

Connecticut — Roger Sherman, Sam'el Huntington, Wm. Will- 
lA.MS, Oliver Wolcott. 

A'ew York — Wm. Floyd, Phil. Livingston, Frans. Lewis, Lewis 
Morris. 

New Jersey — RiCHD. STOCKTON, JNO. Witherspoon, Fras. Hop- 
kinson, John Hart, Abra. Clark, 

Pennsylvania — Robt. Morris, Benjamin Rush, Benja. Frank- 
lin, John Morton, Geo. Clymer, Jas. Smith, Geo. Taylor, James 
Wilson, Geo. Ross. 

Delaivare — C^SAR Rodney, Geo. Read, Tho. M'Kean. 

Maryland— Samuel Chase, Wm. Paca, Thos. Stone, Charles 
Carroll of CarroUton. 

Virginia — Georgk Wythe, Richard Henry Lee, Th. Jefferson, 
Benja. Harrison, Thos. Nelson, jr., Francis Lightfoot Lee, 
Carter Braxton. 

North Carolina — Wm. Hooper, Joseph Hewes, John Penn.' 

South Carolina — Edward Rutledge, Thos. Heyward, Junr., 
Thomas Lynch, Junr., Arthur Middleton. 

Georgia — Button Gwinnett, LYxMan Hall, Geo. Walton, i 

^ This arrangement of the names is made for convenience. The 
states are not mentioned in the original. 



APPENDIX VI 

CONSTITUTION OF THE UNITED 
STATES OF AMERICA^ 

We the People of the United States, in Order to form a more per- 
fect Union, establish Justice, insure domestic Tranquillity, provide for 
the common defence, promote the general Welfare, and secure the 
Blessings of Liberty to ourselves and our Posterity, do ordain and 
establish this Constitution for the United States of America. . 

Article. I. 

Section, i. All legislative Powers herein granted shall be vested in 
a Congress of the United States, .v^^hich shall consist of a Senate and 
House of Representatives. 

Section. 2. The House of Representatives shall be composed of 
Members chosen every second Year by the People of the several States, 
and the Electors in each State shall have the Qualifications requisite for 
Electors of the most numerous Branch of the State Legislature. 

No person shall be a Representative who shall not have attained to 
the Age of twenty-five Years, and been seven Years a Citizen of the 
United States, and who shall not, when elected, be an Inhabitant of 
that State in which he shall be chosen. 

Representatives and direct Taxes shall be apportioned among the 
several States which may be included within this Union, according 
to their respective numbers, which shall be determined by adding to 
the whole Number of free Persons, including those bound to Service 
for a Term of Years, and excluding Indians not taxed, three fifths of all 
other Persons. The actual Enumeration shall be made within three 
Years after the first Meeting of the Congress of the United States, and 
1 Reprinted from the text issued by the State Department, 
xxvi 



APPENDIX XXVll 

within every subsequent Term of ten Years, in such Manner as they 
shall by Law direct. The number of Representatives shall not exceed 
one for every thirty Thousand, but each State shall have at Least one 
Representative ; and until such enumeration shall be made, the State of 
New Hampshire shall be entitled to chuse three, Massachusetts eight, 
Riu)de Island and Providence Plantations one, Connecticut five, New- 
York six. New Jersey four, Pennsylvania eight, Delaware one, Mary- 
land six, Virginia ten, North Carolina five, South Carolina five, and 
Georgia three. 

When vacancies happen in the Representation from any State, the 
Executive Authority thereof shall issue Writs of Election to fill such 
Vacancies. 

The House of Representatives shall chuse their Speaker and other 
Officers; and shall have the sole Power of Impeachment. 

Sectiox. 3. The Senate of the United States shall be composed 
of two Senators from each State, chosen by the Legislature thereof, for 
six Years ; and each Senator shall have one Vote. 

Immediately after they shall be assembled in Consequence of the 
first Election, they shall be divided as equally as may be into three 
Classes. The Seats of the Senators of the first Class shall be vacated 
at the Expiration of the second Year, of the second Class at the Expira- 
tion of the fourth Year, and of the third Class at the Expiration of the 
sixth Year, so that one third may be chosen every second Year; and if 
Vacancies happen by Resignation, or otherwise, during the Recess of 
the Legislature of any State, the Executive thereof may make tempo- 
rary Appointments until the next Meeting of the Legislature, which 
shall then fill such Vacancies. 

No Person shall be a Senator who shall not have attained to the 
Ao-e of thirty Years, and been nine Years a Citizen of the United States, 
and who shall not, when elected, be an Inhabitant of that State for 
which he shall be chosen. 

The Vice President of the United States shall be President of the 
Senate, but shall have no Vote, unless they be equally divided. 

The Senate shall chuse their other Officers, and also a President 
pro tempore, in the Absence of the Vice President, or when he shall 
exercise the Office of President of the United States. 

The Senate shall have the sole Power to try all Impeachments. 
When sitting for that Purpose, they shall be on Oath or Affirmation. 
When the President of the United States is tried, the Chief Justice 



xxviii APPENDIX 

shall preside : And no Person shall be convicted without the Concur- 
rence of two thirds of the Members present. 

Judgment in Cases of Impeachment shall not extend further than 
to removal from Office, and disqualification to hold and enjoy any 
Office of honor, Trust or Profit under the United States : but the Party 
convicted shall nevertheless be liable and subject to Indictment, Trial, 
Judgment and Punishment, according to law. 

Section. 4. The Times, Places and Manner of holding Elections 
for Senators and Representatives, shall be prescribed in each State by 
the Legislature thereof; but the Congress may at any time by Law make 
or alter such Regulations, except as to the Places of chusing Senators. 

The Congress shall assemble at least once in every Year, and such 
Meeting shall be on the first Monday in December, unless they shall 
by Law appoint a different Day. 

Section. 5. Each House shall be the Judge of the Elections, 
Returns and Qualifications of its own Members, and a Majority of 
each shall constitute a Quorum to do Business ; but a smaller Number 
may adjourn from day to day, and may be authorized to compel the 
Attendance of absent Members, in such Manner, and under such Penal- 
ties as each House may provide. 

Each House may determine the Rules of its Proceedings, Punish 
its Members for disorderly Behaviour, and. with the Concurrence of 
two thirds, expel a member. 

Each House shall keep a Journal of its Proceedings, and from 
time to time publish the same, excepting such Parts as may in their 
Judgment require Secrecy ; and the Yeas and Nays of the Members of 
either House on any question shall, at the Desire of one fifth of those 
Present, be entered on the Journal. 

Neither House, during the Session of Congress, shall, without the 
Consent of the other, adjourn for more than three days, nor to any 
other Place than that in which the two Houses shall be jsitting. 

Section. 6. The Senators and Representatives shall receive a 
Compensation for their Services, to be ascertained by Law, and paid 
out of the Treasury of the United States. They shall in all Cases, 
except Treason, Felony and Breach of the Peace, be privileged from 
Arrest during their Attendance at the Session of their respective 
Houses, and in going to and returning from the same; and for any 
Speech or Debate in either House, they shall not be questioned in any 
other Place. 



APPENDIX xxix 

No Senator or Representative shall, during the Time for which he 
was elected, be appointed to any civil Olifice under the Authority of 
the United States, which shall have been created, or the Emoluments 
whereof shall have been encreased during such time ; and no Person 
holding any Oflice under the United Stales, shall be a Member of either 
House during his Continuance in Office. 

Section. 7. All Bills for raising Revenue shall originate in the 
House of Representatives ; but the Senate may propose or concur 
with Amendments as on other Bills. 

Every Bill which shall have passed the House of Representatives 
and the Senate, shall, before it become a Law, be presenieil to the 
President of the United States; If he approve he shall sign it, but 
if not he shall return it, with his Objections, to that House in which it 
shall have originated, who shall enter the Objections at large on their 
Journal, and proceed to reconsider it. If after such Reconsideration two 
thirds of that House shall agree to pass the Bill, it shall be sent, together 
with the Objections, to the other House, by which it shall likewise be 
reconsidered, and if approved by two thirds of tliat House, it shall 
become a law. But in all such Cases the Votes of both Houses shall 
be determined by Yeas and Nays, and the Names of the Persons voting 
for and against the Bill shall be entered en the Journal of each House 
respectively. If any Bill shall not be returned by the President within 
ten Days (Sundays excepted) after it shall have been presented to him, 
the same shall be a Law, in like Manner as if he had signed it, unless 
the Congress by their Adjournment prevent its Return, in which Case 
it shall not be a Law. 

Every Order, Resolution, or Vote to which the Concurrence of the 
Senate and House of Representatives may be necessary (except on a 
question of Adjournment) shall be presented to the President of the 
United States ; and before the Same shall take Effect, shall be approved 
by him. or being disapproved by him, shall be repassed by two thirds 
of the Senate and House of Representatives, according to the Rules and 
Limitations prescribed in the Case of a Bill. 

Section. 8. The Congress shall have Power To lay and collect 
Taxes, Duties, Imposts and Excises, to pay the Debts and provide for 
the common Defence and general Welfare of the United States ; but all 
Duties, Imposts and Excises shal' be uniform throughout the United 
States ; 

To borrow Money on the credit of the United States ; 



XXX APPENDIX 

To regulate Commerce with foreign Nations, and among the several 
States, and with the Indian Tribes; 

To estabhsh an uniform Rule of NaturaHzation, and uniform Laws 
on the subject of Bankruptcies throughout the United States ; 

To coin Money, regulate the Value thereof, and of foreign Coin, and 
fix the Standard of Weights and Measures ; 

To provide for the Punishment of counterfeiting the securities and 
current Coin of the United States ; 

To estabhsh Post Offices and post Roads ; 

To promote the Progress of Science and useful Arts, by securing 
for limited Times to Authors and Inventors the exclusive Right to 
their respective Writings and Discoveries; 

To constitute Tribunals inferior to the supreme Court ; 

To define and punish Piracies and Felonies committed on the high 
Seas, and Offences against the Law of Nations ; 

To declare War, grant Letters of Marque and Reprisal, and make 
Rules concerning Captures on Land and Water; 

To raise and support Armies, but no Appropriation of Money to that 
Use shall be for a longer Term than two Years ; 

To provide and maintain a Navy ; 

To make Rules for the Government and Regulation of the land and 
naval Forces ; 

To provide for calling forth the Militia to execute the Laws of the 
Union, suppress Insurrections and repel Invasions ; 

To provide for organizing, arming, and disciplining, the Militia, and 
for governing such Part of them as may be employed in the Service 
of the United States, reserving to the States respectively, the Appoint- 
ment of the Officers, and the Authority of training the Militia according 
to the discipline prescribed by Congress ; 

To exercise exclusive Legislation in all Cases whatsoever, over 
such District (not exceeding ten Miles square) as may, by Cession of 
particular States, and the Acceptance of Congress, become the Seat of 
the Government of the United States, and to exercise like Authority 
over all Places purchased by the Consent of the Legislature of the 
State in which the same shall be, for the Erection of Forts, Magazines, 
Arsenals, dock-Yards, and other needful Buildings ; — And 

To make all Laws which shall be necessary and proper for carrying 
into Execution the foregoing Powers, and all other Powers vested by 
this Constitution in the Government of the United States, or in any 
Department or Officer thereof. 



APPENDIX XXxi 

Section. 9. The Mic;ration or Importation of such Persons as any 
of the States now existing shall think proper to admit, shall not be pro- 
hibited by the Congress prior to the Year one thousand eight hundred 
and eiglit, but a Tax or duty may be imposed on such Importation, not 
exceeding ten dollars for each Person. 

The Privilege of the Writ of Habeas Corpus shall not be suspended, 
unless when in Cases of Rebellion or Invasion the public Safety may 
require it. 

No Bill of Attainder or ex post facto Law shall be passed. 

No Capitation, or other direct, Tax, shall be laid, unless in Propor- 
tion to the Census or Enumeration hereinbefore directed to be taken. 

No Tax or Duty shall be laid on Articles exported from any State. 

No Preference shall be given by any Regulation of Commerce or 
Revenue to the Ports of one State over those of another: nor shall 
Vessels bound to, or from, one State, be obliged to enter, clear, or pay 
Duties in another. 

No Money shall be drawn from tlie Treasury, but in Consequence 
of Appropriations made by Law ; and a regular Statement and Account 
of the Receipts and Expenditures of all public Money shall be pub- 
lished from time to time. 

No Title of Nobility shall be granted by the United States : And no 
Person holding any Office of Profit or Trust under them, shall, with- 
out the Consent of the Congress, accept of any present, Emolument, 
Office, or Title, of any kind whatever, from any King, Prince, or for- 
eign State. 

Section, id. No State shall enter into any Treaty, Alliance, or 
Confederation ; grant Letters of Marque and Reprisal ; coin Money ; 
emit Bills of Credit ; make any thing but gold and silver Coin a Tender 
in Payment of Debts ; pass any Bill of Attainder, ex post facto Law 
or Law impairing the Obligation of Contracts, or grant any Title of 
Nobility. 

No State shall, without the Consent of the Congress, lay any Im- 
posts or Duties on Imports or Exports, except what may be absolutely 
necessary for executing its inspection Laws: and the net Produce of all 
Duties and Imposts, laid by any State on Imports or Exports, shall be 
for the Use of the Treasury of the United States ; and all such Laws 
shall be subject to the Revision and Controul of the Congress. 

No State shall, without the Consent of Congress, lay any Duty of 
Tonnage, keep Troops, or Ships of War in time of Peace, enter into 



XXXli APPENDIX 

any Agreement or Compact with another State, or with a foreign Power, 
or engage in War, unless actually invaded, or in such imminent Danger 
as will cot admit of Delay. 

Article. II 

Section, i. The executive Power shall be vested in a President 
of the United States of America. He shall hold his Office during the 
Term of four Years, and, together with the Vice President, chosen for 
the same Term, be elected, as follows 

Each State shall appoint, in such Manner as the Legislature thereof 
may direct, a Number of Electors, equal to the whole Number of 
Senators and Representatives to which the State may be entitled in 
the Congress : but no Senator or Representative, or Person holding an 
Office of Trust or Profit under the United States, shall be appointed 
an Elector. 

The Electors shall meet in their respective States, and vote by 
Ballot for two Persons, of whom one at least shall not be an Inhabit- 
ant of the same State with themselves. And they shall make a List of 
ail the Persons voted for, and of the Number of Votes for each ; which 
List they shall sign and certify, and transmit sealed to the Seat of 
the Government of the United States, directed to the President of 
the Senate. The President of the Senate shall, in the Presence of the 
Senate and House of Representatives, open all the Certificates, and the 
Votes shall then be counted. The Person having the greatest Number 
of Votes shall be the President, if such Number be a Majority of the 
whole Number of Electors appointed ; and if there be more than one 
who have such Majority, and have an equal Number of Votes, then the 
House of Representatives shall immediately chuse by Ballot one of 
them for President ; and if no Person have a Majority, then from the 
five highest on the List the said House shall in like Manner chuse the 
President. But in chusing the President, the Votes shall be taken by 
States, the Representation from each State having one Vote ; A quo- 
rum for this Purpose shall consist of a Member or Members from two 
thirds of the States, and a Majority of all the States shall be neces- 
sary to a Choice. In every Case, after the Choice of the President, the 
Person having the greatest Number of Votes of the Electors shall be 
the Vice President. But if there should remain two or more who have 
equal Votes, the Senate shall chuse from them by Ballot the Vice 
President. 



APPKXDIX XXXllI 

The Congress may determine the Time of chusing the Electors, and 
the Day on whicli they shall give their Votes; which Day shall be the 
same throughout the United States. 

No Person except a natural born Citizen, or a Citizen of the United 
States, at the time of the Adoption of this Constitution, shall be eligi- 
ble to the Office of President ; neither shall any Person be eligible to 
that Office who shall not have attained to the Age of thirty-five Years, 
and been fourteen Years a Resident within the United States. 

In Case of the Removal of the President from Office, or of his 
Death, Resignation, or Inability to discharge the Powers and Duties of 
the said Office, the Same shall devolve on the Vice President, and the 
Congress may by Law provide for the Case of Removal, Death, Resig- 
nation or Inability, both of the President and Vice President, declaring 
what Officer shall then act as President, and such Officer shall act 
accordingly, until the Disability be removed, or a President shall be 
elected. 

The President shall, at stated Times, receive for his Services, a 
Compensation, which shall neither be Increased nor diminished during 
the Period for which he shall have been elected, and he shall not receive 
within that Period any other Emolument from the United States, or any 
of them. 

Before he enter on the Execution of his Office, he shall take the fol- 
lowing Oath or Affirmation : — 

" I do solemnly swear (or affirm) that I will faithfully execute the 
Office of President of the United States, and will to the best of my 
Ability, preserve, protect, and defend the Constitution of the United 
States." 

Section. 2. The President shall be Commander in Chief of the 
Army and Navy of the United States, and of the Militia of the several 
States, when called into the actual Service of the United States ; he 
may require the Opinion, in writing, of the principal Officer in each of 
the executive Departments, upon any Subject relating to the Duties of 
their respective Offices, and he shall have Power to grant Reprieves and 
Pardons for Offences against the United States, except in Cases of 
Impeachment. 

He shall have Power, by and with the Advice and Consent of the 
Senate, to make Treaties, provided two thirds of the Senators present 
concur ; and he shall nominate, and. by and with the Advice and Con- 
sent of the Senate, shall appoint Ambassadors, other public Ministers 



XXXiv APPENDIX 

and Consuls, Judges of the supreme Court, and all other Officers of 
the United States, whose ApiDointments are not herein otherwise pro- 
vided for, and which shall be established by Law : but the Congress 
may by Law vest the Appointment of such inferior Officers, as they think 
proper, in the President alone, in the Courts of Law, or in the Heads of 
Departments. 

The President shall have Power to fill up all Vacancies that may 
happen during the Recess of the Senate, by granting Commissions 
which shall expire at the End of their next Session. 

Section. 3. He shall from time to time give to the Congress Infor- 
mation of the State of the Union, and recommend to their Considera- 
tion such Measures as he shall judge necessary and expedient; he 
may, on extraordinary Occasions, convene both Houses, or either of 
them, and in Case of Disagreement between them, with Respect to the 
Time of Adjournment, he may adjourn them to such Time as he shall 
think proper; he shall receive Ambassadors and other public Minis- 
ters ; he shall take Care that the Laws be faithfully executed, and shall 
Commission all the Officers of the United States. 

Section. 4. The President, Vice President and all civil Officers of 
the United States, shall be removed from Office on Impeachment for, 
and Conviction of, Treason, Bribery, or other high Crimes and Misde- 
meanors. 

Article. Ill 

Section, i . The judicial Power of the United States, shall be vested 
in one supreme Court, and in such inferior Courts as the Congress 
may from time to time ordain and establish. The Judges, both of 
the supreme and inferior Courts, shall hold their Offices during good 
Behaviour, and shall, at stated Times, receive for their Services, a Com- 
pensation, which shall not be diminished during their continuance in 
Office. 

Section. 2. The judicial Power shall extend to all Cases, in Law 
and Equity, arising under this Constitution, the Laws of the United 
States, and treaties made, or which shall be made, under their Author- 
ity ; — to all Cases affecting Ambassadors, other public Ministers and 
Consuls; — to all Cases of admiralty and maritime Jurisdiction; — to 
Controversies to which the United States shall be a Party ; — to Con- 
troversies between two or more States ; — between a State and Citizens 
of another State ; — between Citizens of different States, — between 
Citizens of the same State claiming Lands under Grants of different 



APPENDIX XXXV 

States, and between a State, or the Citizens thereof, and foreign States, 
Citizens, or subjects. 

In all Cases affecting Ambassadors, other public Ministers and Con- 
suls, and those in which a State shall be Party, the supreme Court 
shall have original Jurisdiction. In all the other Cases before mentioned 
the supreme Court shall have appellate Jurisdiction, both as to Law and 
Fact, with such Exceptions, and under such regulations as the Congress 
shall make. 

The Trial of all Crimes, except in Cases of Impeachment, shall be 
by Jury ; and such Trial shall be held in the State where the said Crimes 
shall have been committed; but when not committed within any State, 
the Trial shall be at such Place or Places as the Congress may by Law 
have directed. 

Section. 3. Treason against the United States, shall consist only 
in levying War against them, or in adhering to their Enemies, giving 
them Aid and Comfort. No Person shall be convicted of Treason 
unless on the Testimony of two Witnesses to the same overt Act, or on 
Confession in open Court. 

The Congress shall have Power to declare the Punishment of 
Treason, but no Attainder of Treason shall work Corruption of Blood, 
or Forfeiture except during the Life of the Person attainted. 

Article. IV 

Section, i. Full Faith and Credit shall be given in each State to 
the public Acts, Records, and judicial Proceedings of every other State. 
And the Congress may by general Laws prescribe the Manner in 
which such Acts, Records and Proceedings shall be proved, and the 
effect thereof. 

Section. 2. The Citizens of each State shall be entitled to all 
Privileges and Immunities of Citizens in the several States. 

A Person charged in any State with Treason, Felony, or other 
Crime, who shall flee from Justice, and be found in another State, shall 
on Demand of the executive Authority of the State from which he fled, 
be delivered up, to be removed to the State having Jurisdiction of the 
Crime. 

No Person held to Service or Laboar in one State, under the Laws 
thereof, escaping into another, shall, in Consequence of any Law or 
Regulation therein, be discharged from such Service or Labour, but shall 



xxxvi APPENDIX 

be delivered up on Claim of the Party to whom such Service or Labour 
may be due. 

Section. 3. New Stales may be admitted by the Congress into 
this Union; but no nevv State shall be formed or erected within the 
Jurisdiction of any other State; nor any State be formed by the Junc- 
tion of two or more States, or Parts of States, without the Consent of 
the Legislatures of the States concerned as well as of the Congress. 

The Congress shall have Power to dispose of and make all need- 
ful Rules and Regulatiojis respecting the Territory or other Property 
belonging to the United States; and nothing in this Constitution shall 
be so construed as to Prejudice any Claims of the United States, or 
of any particular State. 

Section. 4. The United States shall guarantee to every State in this 
Union a Republican Form of Government, and shall protect each of them 
against Invasion; and on Application of the Legislature, or of the 
Executive (when the Legislature cannot be convened) against domestic 
Violence. 

Article. V 

The Congress, whenever two thirds of both Houses shall deem it 
necessary, shall propose Amendments to this Constitution, or, on the 
Application of the Legislatures of two thirds of the several States, shall 
call a Convention for proposing Amendments, which, in either case, 
shall be valid to all Intents and Purposes as part of this Constitution, 
when ratified by the Legislatures of three fourths of the several States. 
or by Conventions in three fourths thereof, as the one or the other 
Mode of Ratification may be proposed by the Congress ; Provided that 
no Amendment which may be made prior to the Year one thousand 
eight hundred and eight shall in any Manner affect tlie first and fourth 
Clauses in the Ninth Section of the first Article ; and that no State, 
without its Consent, shall be deprived of its equal Suffrage in the 
Senate. 

Article. VI 

All Debts contracted and Engagements entered into, before the 
Adoption of this Constitution, shall be as valid against the United 
States under this Constitution, as under the Confederation. 

This Constitution, and the Laws of the United States which shall 
be made in Pursuance thereof; and all Treaties made, or which shall be 
made, under the Authority of the United States, shall be the supreme 



APPENDIX XXXVii 

Law of the land ; and the Judges in every State shall be bound thereby, 
any thing in the Constitution or laws of any State to the Contrary not- 
withstanding. 

The Senators and Representatives before mentioned, and the 
Members of tlie several State Legislatures, and all executive and judi- 
cial Officers, both of the United States and of the several States, shall 
be bound by Oath or Affirmation, to support this Constitution ; but no 
religious Test shall ever be required as a Qualification to any Office or 
public Trust under the United States. 

Article. VII 

The Ratification of the Conventions of nine States, shall be sufficient 
for the Establishment of this Constitution ijetween the States so rati- 
fying the Same- 

THE AMENDMENTS 

I 

Congress shall make no law respecting an establishment of religion, 
or prohibiting the free exercise thereof; or abridging the freedom of 
speech, or of the press ; or the right of the people peaceably to assem- 
ble, and to petition the Government for a redress of grievances. 

II 

A well-regulated Militia, being necessary to the security of a free 
State, the right of the people to keep and bear Arms, shall not be 
infringed. 

Ill 

No Soldier shail, in time of peace be quartered in any house, without 
the consent of the Owner, nor in time of war, but in a manner to be 
prescribed by law. 

IV 

The right of the people to be secure in their persons, houses, papers, 
and effects, against unreasonable searches and seizures, shall not be 
violated, and no Warrants shall issue, but upon probable cause, sup- 
ported by Oath or affirmation, and particularly describing the place to 
be searched, and the persons or things to be seized. 



xxxviii APPENDIX 

V 

No person shall be held to answer for a capital, or otherwise infamous 
crime, unless on a presentment or indictment of a Grand Jury, except in 
cases arising in the land or naval forces, or in the Militia, when in 
actual service in time of War or public danger; nor shall any person 
be subject for the same offence to be twice put in jeopardy of life or 
limb ; nor shall be compelled in any Criminal Case to be witness 
against himself, nor be deprived of life, liberty, or property, without 
due process of law ; nor shall private property be taken for public use, 
without just compensation. 

VI 

In all criminal prosecutions, the accused shall enjoy the right to a 
speedy and public trial, by an impartial jury of the State and district 
wherein the crime shall have been committed, which district shall have 
been previously ascertained by law, and to be informed of the nature 
and cause of the accusation ; to be confronted with the witnesses 
against him ; to have compulsory process for obtaining Witnesses in 
his favor, and to have the Assistance of Counsel for his defence. 

VII 

In suits at common law, where the value in controversy shall exceed 
twenty dollars, the right of trial by jury shall be preserved, and no 
fact tried by a jury shall be othenvise re-examined in any Court of the 
United States, than according to the rules of the common law. 

VIII 

Excessive bail shall not be required, nor excessive fines imposed, 
nor cruel and unusual punishments inflicted. 

IX 

The enumeration in the Constitution, of certain rights, shall not be 
construed to deny or disparage others retained by the people. 



The powers not delegated to the United States by the Constitution 
nor prohibited by it to the States, are reserved to the States respec- 
tively, or to the people. 

2H 



APPENDIX xxxi\ 

XI 

The Judicial power of the United States shall noc be construed to 
extend to any suit in law or equity, commenced or prosecuted against 
one of the United States by Citizens of another State, or by Citizens or 
Subjects of any Foreign State. 

XII 

The Electors shall meet in their respective states, and vote by ballot 
for President and Vice President, one of whom, at least, shall not be 
an inhabitant of the same state with themselves ; they shall name in 
their ballots the person voted for as President, and in distinct ballots 
the person voted for as Vice-President, and they shall make distinct 
lists of all persons voted for as President, and of all persons voted for 
as Vice-President, and of the number of votes for each, which lists 
they shall sign and certify, and transmit sealed to the seat of the gov- 
ernment of the United States, directed to the President of the Senate ; 
^ The President of the Senate shall, in the presence of the Senate and 
House of Representatives, open all the certificates and the votes shall 
then be counted ; — The person having the greatest number of votes for 
President, shall be the President, if such number be a majority of the 
whole number of electors appointed ; and if no person have such 
majority, then from the persons having the highest numbers not 
exceeding three on the list of those voted for as President, the House 
of Representatives shall choose immediately, by ballot, the President. 
But in choosing the Presid(.nt, the votes shall be taken by states, the 
representation from each state having one vote ; a quorum for this 
purpose shall consist of a member or members from two-thirds of the 
states, and a majority of all the states shall be necessary to a choice. 
And if the House of Representatives shall not choose a President 
whenever the right of choice shall devolve upon them, before the 
fourth day of March next following, then the Vice-President shall act 
as President, as in the case of the death or other constitutional dis- 
ability of the President. The person having the greatest number of 
votes as Vice-President, shall be Vice-President, if such number be a 
majority, of the whole number of electors appointed, and if no person 
have a majority, then from the two highest numbers on the list, the 
Senate shall choose the Vice-President ; a quorum for the purpose 
shall consist of two-thirds of the whole number of senators, and a 



xl APPENDIX 

majority of the whole number shall be necessary to a choice. But no 
person constitutionally ineligible to the office of President shall be 
eligible to that of Vice-President of the United States- 

XIII 

Section i . Neither slavery nor involuntary servitude, except as a 
punishment for crime whereof the party shall have been duly convicted, 
shall exist within the United States, or any place subject to their juris- 
diction. 

Section 2. Congress shall have power to enforce this article by 
appropriate legislation. 

XIV 

Section i. All persons born or naturalized in the United States, and 
subject to the jurisdiction thereof, are citizens of the United States and 
of the State wherein they reside. No State shall make or enforce any 
law which shall abridge the privileges or immunities of citizens of the 
United States : nor shall any State deprive any person of life, liberty, 
or property, without due process of law ; nor deny to any person within 
its jurisdiction the equal protection of the laws. 

Section 2. Representatives shall be apportioned among the several 
states according to their respective numbers, counting the whole num- 
ber of persons in each State, excluding Indians not taxed. But when 
the right to vote at any election for the choice of electors for President 
and Vice President of the United States, Representatives in Congress, 
the Executive and Judicial officers of a State, or the members of the 
Legislature thereof, is denied to any of the male inhabitants of such 
State, being twenty-one years of age, and citizens of the United States. 
or in any way abridged, except for participation in- rebellion, or other 
crime, the basis of representation therein shall be reduced in the pro- 
portion which the number of such male citizens shall bear to the whole 
number of male citizens twenty-one years of age in such State. 

Section '3. No person shall be a Senator or Representative in Con- 
gress, or elector of President and Vice President, or hold any office, 
civil or military, under the United States, or under any State, who, 
having previously taken an oath, as a member of Congress, or as an 
officer of the United States, or as a member of any State legislature, 
or as an executive or judicial officer of any State, to support the Con- 
stitution of the United States, shall have engaged in insurrection or 



APPENDIX xli 

rebellion against the same, or givcu aid ur comfort to the enemies 
thereof. But Congress may by a vote of two-thirds of each House, 
remove such disability. 

Section 4. The validity of the public debt of the United States, 
authorized by law, including debts incurred for payment of pensions 
and bounties for services in suppressing insurrection or rebellion, shall 
not be questioned. But neither the United States nor any State shall 
assume or pay any debt or obligation incurred in aid of insurrection or 
rebellion against the United States, or any claim for the loss or eman- 
cipation of any slave ; but all such debts, obligations and claims shall 
be held illegal and void. 

Section* 5. The Congress shall have power to enforce, by appro- 
priate legislation, the provisions of this article. 

XV 

Section i. The right of citizens of the United States to vote shall 
not be denied or abridged by the United States or by any State on 
account of race, color, or previous condition of servitude. 

Section 2. The Congress shall have power to enforce this article 
bv appropriate legislation. 

XVI 

The Congress shall have power to lay and collect taxes on incomes, 
from whatever source derived, without apportionment among the several 
States, and without regard to any census or enumeration. 

XVII 

The Senate of the United States shall be composed of two Senators 
from each State, elected by the people thereof, for six years ; and each 
Senator shall have one vote. The electors in each State shall have the 
qualifications requisite for electors» of the most numerous branch of 
the State legislature. 

When vacancies happen in the representation of any State in the 
Senate, the executive authority of each State shall i.ssue writs of election 
to fill such vacancies : Provided that the legislature of any State may 
empower the executive thereof to make temporary appointments until 
the people fill the vacancies by election as the legislature may direct. 

This amendment shall not be so construed as to affect the election 
or term of any Senator chosen before it becomes valid as part of the 
Constitution. 



APPENDIX VII 



PRONOUNCING LIST OF PROPER NAMES 



Acadia (a ka'di a) 
Americus Vespucius 

(a mer'i cus ves pu'shus) 
Amerigo Vespucci 

(a ma ree'go ves poot'che) 
Andre (au'dra or aii'dri) 
Andros (aii'dros) 
Antietam (an te'tani) 
Balboa (bal bo'a) 
Barre (bar're) 
Bonhomme Richard 

(bo nom' re shiir') 
Buena Vista (bwa'n'a ves'ta) 
Cartier (car tya') 
Cerro Gordo (ser'r5 gor'do) 
Cervera (thar va'rrt) 
Cliapultepec (chii pool'ta pek') 
Chickamauga (chick a niau'grt) 
Clermont (cler'mont) 
Coronado (c5 ro na'do) 
Duquesne (du kan') 
Faneuil (fan'el) 
Genet (zhe iia') 



Guerriere (gar ryar') 
Hawaii (ha wi'e) 
Joliet (zho lya') 
Lafayette (la fa yet') 
La Salle (la siil') 
Leisler (lis'ler) 
Mar-quette (market') 
Menendez (men en'deth) 
Oklahoma (ok la ho'ma) 
Oriskany (o ris'ka ny) 
Pizarro (pe zar'ro) 
Resaca de la Palma 

(ra sii'ka. da lii pal'mr/) 
San Juan (siin ho an') 
Santiago de Cuba 

(siin te ii'go da coo'bf^r) 
Schley (slili) 
Serapis (se ra'pis) 
Sioux (soo) 
Steuben (stu'ben) 
Stuyvesant (sti've sant) 
Toscanelli (tos ca nel'le) 



Key to pronunciation : a, e, i, 5, u, long; a, e, i, o, u, short; senate, event, 

idea, obey, unite, care, arm, ask, all, final, fern, recent, orb, 

rude, full, (irn, food, foot. 



xiU 



INDEX 



Abolition of slavory advocated by Garri- 
son, 342. 

petitions in ("ongress, 348. 
Acadia, 127, 140. 
Acadians, removal of, 140. 
Acts of Parliament concerning colonies, 
153-170. 

Navigation Acts, 153. 

Writs of Assistance, 154. 

.Stamp Act, 155. 

Townshend Acts, 158. 

Duty on tea, 158, 165-168. 

the Intolerable Acts, 169. 

Boston Port Bill, 169. 

act depriving Massachusetts of self- 
government, 169. 
Adams, John, 169, 188, 278. 
Adams, John Quincy, 322, 326, 348. 
Adams, Samuel, 161, 165, 172, 260. 
Alabama, the. Confederate warship, 414. 
Alabama Claims settled, 512. 
Alaska, purchased, 512. 
Albany Convention, 135. 
Albany plan, 135. 
Algonquins, the, 92. 
Alien and Sedition laws, 279, 280. 
Allen, Ethan, 181. 

Amendments to the Constitution, I-XII, 
269, see Constitution in ap- 
pendix. 

thirteenth, see appendix. 

fourteenth, 455, appendix. 

fifteenth, appendix. 
American party, 361. 

Federation of Labor, 509. 

seamen, impressment of, 294. 
Americus Vespucius, 36. 
Amnesty Proclamation (Lincoln's), 450. 

(Johnson's), 454. 
Anarchists, Chicago, 508. 
Anderson, Major, 381, 383. 
Andre, Major, 230. 

xli 



Andros, Sir Edmund, 108. 

Annexation of Territory, see map opp. 

p. 524. 
Antietam, battle of, 408. 
Antifederalists, 259, 261. 
Appomattox Court House, 439. 
Arbitration, 514, 523. 
Arnold, Benedict, at Quebec, 184. 

at Fort Stanwix, 200. 

at Saratoga, 208. 

treason of, 229. 
Arthur, Chester A, 505. 
Articles of Confederation, 244-249. 
Assassination of Lincoln, 445-447. 

of Garfield, 504. 

of McKinley, 517. 
Assemblies, Colonial, 107, 108. 
Assistance, Writs of, 152. 
Atlanta, in Civil War, 433, 434. 

rebuilt after war, 488. 
Atlantic cables, 476. 

first crossed by steamship, 339. 
Automobile, 478. 

Bacon's RebeUion, 107. 
Balboa, 28. 
Baltimore, Lord, 86. 

in War of 1812, 308. 
Bank, first United States, 270. 
Barre, Colonel, 156. 
Bell, Alexander, 477. 
Bennington, battle of, 205. 
Berkeley, Governor, 107 
Blaine, James G., 501. 
Bland-Allison Silver Act, 497. 
Blockade in the Civil War, 390, 402, 437. 
Blockades declared by European nations, 

294. 
Bonhomme Richard, the, 226. 
Boston settled, 81. 

Massacre, 159, 161. 

Tea Party, 164-167. 
ii 



xliv 



INDEX 



Boston, Port Bill, 167. 

siege of, 181-185. 

evacuated by British, 185. 
Boycott, see Labor disputes. 
Biaddock, General, defeat of, 136-138. 
Bragg, General, 423-427. 
Brandywine, battle at, 208. 
Brooklyn Bridge, 483. 
Brown, John, raid of, 370, 
Bryan, William J., 499. 
Buchanan, James, 366. 
Buell, General, 398. 
Buena Vista, battle at, 352. 
Buffalo, extermination of, 536. 
Bu)l Run, first battle of, 395. 

second battle of, 408. 
Bunker Hill, battle of, 182. 
Burgesses, House of, in Virginia, 61. 
Burgovne, General, 201, 203-205, 207- 

209. 
Burke, Edmund, 156. 
Burnside, General, 408. 
Butler, General, 403. 

Cables, telegraphic, 476. 
Cabot, John, 26. 

Calhoun, John C, favors War of 1812, 
296. 

advocates internal improvements, 
315. 

upholds doctrine of state rights, 331, 
359. 
California, desired by the United States, 
351. 

ceded to United States, 354. 

gold found in, 358. 

admitted as state, 359. 
Camden, battle of, 221. 
Canada, life in, 114-121. 

expedition to, in Revolution, 184. 
Canadian frontier in War of 1812, 298- 

301, 304-306, 308-309. 
Canal, Erie, 323. 

Capital, corporations, trusts, 486, 509. 
Capital, National, 256, 285, 308. 
Carolina, North, see North Carolina. 
Carolina, South, see South Carolina. 
"Carpetbaggers," 461. 
Cartier, Jacques, 41. 
Catholics in Maryland, 61. 
Cerro Gordo, battle at, 3,53. 



Cervera, Admiral, 518. 
Champlain, Lake, in War of 1812, 300. 
Champlain, Samuel de, 43, 44, 45. 
Chapultepec, battle at, 353. 
Charles I, King of England, 118. 
Charles II, King of England, 119. 
Charleston, seized by British in Revolu- 
tion, 221. 
Chartered colonies, 106, 107. 
Chase, Salmon P.,^ 363, 366. 
Chattanooga, siege of, 426. 
Cherry Valley, Massacre at, 220. 
Chicago anarchists, 508. 

burned, 493. 

exposition, 473. 
Chickamauga, battle of, 426. 
Chinese immigration, 484. 
Civil Service reform, 503, 505. 
Clark, George Rogers, 223. 

William, 288. 
Clay, Henry, favors War of 1812, 296. 

advocates internal improvements, 
315. 

urges Missouri Compromise, 316. 

proposes Compromise of 1850, 359. 
Clermont, the, 290. 

Cleveland, Grover, 500, 501, 509, 513. 
Clinton, Sir Henry, 216. 
Coal first used as fuel, 324. 
Coal strikes, see Labor disputes. 
Coinage, see Currency. 
Colonial Assemblies, 107, 108. 
Colonies, Dutch, 76-79. 

English, founded, 49-90. 
government in, 106-108. 
life in, 108-111. 

French, 43, 46, 114-121. 

Spanish, 35-39. 
Columbus, portrait, 13. 

theories, 13, 14, 16. 

asked aid of Portuguese king, 16. 

assisted by Spain, 16. 

first voyage of, 16-21. 

later voyages of, 21-24. 

map showing voyages, 23. 
Compromise, Missouri, 316. 

of 1850, 358. 
Compromise tariff of 1833, 499. 
Compromises in making the Constitution, 

252-255. 
Conc/ird, battle at, 176. 



INDEX 



Xl^ 



Confederacy, organized, 381. 
Confederation, Articles of, 224-249. 
Confederate Capital, 382, 395. 
Congress, Albany, 135. 

Stamp Act, 154. 

fir.st Continental, 1(59. 

second Contincnital, 180. 

under the Confederation, 244-248. 

first under the Constitution, 269-271. 
Congressional plan of Reconstruction, 

451. 
Connecticut settled, 83. 
Constitution and Guerritre, 302. 
Constitution formed by Federal Conven- 
tion, 251-256. 

ratified by states, 258-261. 

amended (amendments I-XII), 269. 

fourteenth amendment, 455. 

thirteenth and fifteenth amendments, 
see appendix. 
Continental Currency, 213. 
Convention, the Albany, 135. 

Federal, 249, 251-256. 

Hartford, 311. 
Cornwallis, Lord, British general, 194, 

221, 229. 232-237. 
Coronado, 38. 

Corporations and trusts, 486, 509. 
Cortez, 35. 
Cotton gin, 281. 
Cotton raising, 281. 
Cowpens, battle at the, 232. 
Cromwell, Oliver, 118. 
Crown Point, 136, 181, 201. 
Crusades, the, 8, 9. 
Cuba, 514-522. 
Cumberland Road, 315. 
Currency questions, 494-499. 
Custer, General, 473. 

Davis, Jefferson, 381. 
Dawes, William, 174. 
Dearborn, General, 298-300. 
Debate, Hayne-Webstcr, 332. 
Debates, Lincoln-Douglas, 369. 
Declaration of Independence. 188. 

of Rights, 169. 
Deerfield, 126. 
Delaware settled, 86. 

Lord, 58, 59. 
De Leon, Ponce, 35, 37. 



Democratic-Republican party, .-n-.e Hi 

publican (Jeffersonian). 
Democratic party, 32.3. 
De Soto, 38. 

Detroit in War of 1812, 298. 
Dewey, Admiral, 517. 
Dingley Tariff Act, 501. 
Dinwiddle, Governor, 134. 
Donclson, Fort, 397. 
Dorchester Heights, 185. 
Douglas, Stephen A., 363, 366, 369. 
Drafting in Civil War, 428. 
Drake, Sir Francis, 48, 49, 50. 
Dred Scott Decision, 368. 
Duqucsne, Fort, 134, 142. 
Dutch trade with East Indies, 72, 73. 

sent out Henry Hudson, 73-76. 

fur trade with Indians, 76. 

settlement on Manhattan Island, 76. 

colony of New Netherland, 76-79. 

Eads, James B., 489. 

Early, General, 430. 

Edison, Thomas, 477, 480. 

El Caney, battle at, 520. 

Election, presidential, of 1796, 278. 

of 1800, 285. 

of 1808, 296. 

of 1816, 314. 

of 1824, 322. 

of 1828. 326. 

of 1836, 338. 

of 1840, 347. 

of 1844, 348. 

of 1848, 357. 

of 1852, 361. 

of 1856, 366. 

of 1860, 372. 

of 1868, 457. 

of 1876, 494. 

of 1880, 500. 

of 1884, 500. 

of 1888, 500. 

of 1892, 501. 

of 1896, 501. 
Electricity, 476-480. 
Emancipation Proclamation, 41 1-41.S. 
Ei.ibargo Act, 295. 
England, Civil War in, 118, 119. 

commercial difficulties with. 272. 
En?Jish explorations. 48. 



xl\- 



INDEX 



P'/iiglish settlements, 49-90. 

attempts by Sir Humphrey Gilbert, 49. 

attempts by Sir Walter Raleigh, 49-52. 

Virginia, 54-62. 

Plymouth, 64-70. 

Massachusetts, Rhode Island, Con- 
necticut, 81-84. 

Maryland, Delaware, New Jersey, 
Pennsylvania, Georgia, 86-90. 
Era of Good Feeling, 314. 
Ericsson, Leif, 4. 
Erie Canal, 323. 

Executive departments created, 269. 
Expansion, territorial, ne.e map opp. 524. 

Faheuil Hall, 167. 
Farragut, Admiral, 402, 436. 
Federalists, 259-261, 271, 273, 278, 279, 

280, 296, 311, 314. 
Field, Cyrus, 476. 
Fillmore, Millard, 358. 
Fitch, John, 290. 
Five Intolerable Acts, 167. 
Florida discovered, 35. 
Foote, Commodore, 397. 
Fort Dearborn, 300. 

Donelson, 397. 

Duquesne, 134, 142. 

Henry, 396. 

Necessity, 135. 

Stanwix, 201. 

Sumter, 381-383. 
France, struggle of, with England for 
America, 123-150. 

alliance with United States in Revolu- 
tion, 216, 229. 

■war threatened with, 279. 

sells Louisiana to United States, 286. 
Franklin, Benjamin, 135, 217, 260. 
Free Silver, demand for, see Currency. 
Free Soil party, 357. 
Fremont, John C, 366. 
French and Indian War, see Last French 

War. 
French explorations, 

Verrazano, 41. 

Cartier, 41. 

Champlain, 43, 44, 45. 

Marquette and Joliet, 46. 

La Salle, 46. 

Map, 42. 



French Revolution, 271. 
French settlements, 43, 46. 
Friends, see Quakers. 
Fugirive Slave Law, 3.59, 360. 
Fulton, Robert, 290. 

Gadsden purchase, 353. 

Gage, General, 167, 172. 

Gallatin, Albert, 286. 

Garfield, James A., 504. 

Garrison, William Lloyd, 342. 

Gates, General Horatio, 221. 

General Court of Massachusetts, 82. 

Genet, "Citizen," 279. 

Genoa, a trade center, 10. 

George III, King of England, 156, 23f; 

Georgia settled, 89. 

conquered by British in Revolution. 
220. 
Germantown, battle at, 208. 
Gettysburg, battle of, 416-420. 
Ghent, Treaty of, 310. 
Grant, General U. S., captured Forts 
Henry and Donelson, 396. 

besieged and captured Vicksburg, 422. 

at Chattanooga, 423-427. 

as commander-in-chief, 428-441. 

as president, 458, 492. 
"Green Mountain Boys," 181. 
"Greenbacks," 494. 
Greene, General Nathaniel, 221, 231, 

232. 
Greenland, Vikings in, 4. 
Guerrihre taken by the Constitution, 302. 

Hague Peace Conference, 523, 524. 

Hale, Nathan, 192. 

Half Moon, the, 74. 

Hamilton, Alexander, 249, 260, 270. 

"Hammering Campaign" against Lee 

428-441. 
Hancock, John, 172. 
Harrison, Benjamin, 501. 

William Henry, 304-306. 
Hartford, settled, 70, 78. 
Hartford Convention, 311. 
Harvard College, 82. 
Hawaii, 513. 
Hawkins, John, 48. 
Hay, John, 523. 
Hayes, Rutherford B., 494. 



INDEX 



xlvii 



Hayue-Webster debate, 332. 
Henry, Fort, 396. 
Henry, Patrick, IGS. 
Henry tlio Navigator, 11, 12. 
Herkimer, General Nicholas, 2()(). 
Hessians in the Revolution, 187, 190. 
Holland in America, sec Dutch. 
Homestead Act, 471. 
Hood, General, 433, 435. 
Hooker, General, 416. 
House of Burgesses in Virginia, 61. 
Howe, General, 181, 183, 185, 187, 189, 
192, 194, 201, 207, 216. 

Elias, 341. 
Hudson, Henry, 73-76. 

River discovered, 74. 
Hull, Captain Isaac, 303. 

General, 298-300. 

Iceland, V'ikings in, 3. 

Immigration, 483-486. 

Impeachment of President Johnson, 457. 

Implied powers advocated, 271. 

Impressment of American seamen, 294. 

Improvements, internal, 315. 

Independence, Declaration of, 188. 

War for, 151-241. 
Indian troubles in early New England, 
92-97. 

tribes, 92. 
Indians in early America, 30-33. 
Indians in intercolonial wars, 125, 126, 
136. 145. 

in Revolution, 202, 205. 

in Ohio, treaty with, 277. 

make trouble in West, 472. 
Indies, trade of Europe with, 7-10. 

attempts to reach by sailing around 
Africa, 11, 12. 

reached by Vasco da Gania, 22. 

attempts to reach by sailing west, see 
Columbus. 
Internal improvements, 315. 
Intolerable Acts, 167. 
Invincible Armada, the, 51. 
Iroquois, the, 92, 115. 
Island No. 10, 398. 

Jackson, Andrew, in War of 1812, 309. 
nominated for president, 322. 
elected president, 326. 



Jackson, .\ndrew, as president, 329-339. 

"Stonewall," 406. . 

James I, King of England, 65. 
James II, King of England, 108, 1 19. 
Jamestown settled, 54-62. 
Japanese immigration, 486. 
Jay, John, 169, 273. 
Jefferson, Thomas, 188, 285-287, 295, 

301. 
Johnson, Andrew, 45.3-458. 

impeachment of, 457. 
Johnston, General A. S., 396, 398. 

General J. E., 406, 433, 440. 
Joliet, French explorer, 46. 
Jones, Paul, 225. 

Kansas-Nebraska Bill, 362. 

Kansas, struggle for, 363. 

Kentucky Resolutions, 280. 

King George's War, 127. 

King Philip's War, 94-96. 

King William's War, 123. 

King's Mountain, battle at, 223. 

Knights of Labor, 507. 

Know-nothing party, see American party. 

Ku Klux Klan, 463. 

Labor, Knights of, 507. 

American Federation of, .509. 

disputes and strikes, 506-510. 
Lafayette, Marquis de, 232. 
La Salle, French explor(;r, 4f'). 
Last French War, 132-146. 
Lee, General Charles, 195, 217. 

Henry (Light Horse Harry), 231. 

Richard Henry, 169. 

Robert E., 406-409, 416-420, 428-430. 
438-441. 
Leisler, Jacob, 108. 
Leopard and Chesapeake, the, 294. 
Lewis and Clark expedition, 288. 
Le^\^s, Meriwether, 288. 
Lexington, battle of, 173. 
Liberator, the, 342. 
Liberty, Statue of, 530. 
Liberty party, 348, 357. 
Lincoln, Abraham, debates with Douglas, 
369. 

election to presidency, 373. 

character of, 378. 

.sent relief to Sumter, 383. 



xlviii 



INDEX 



Liucolu, Abraham, Emancipatiou Proc- 
lamation of, 411-413. 

assassinated, 445-447. 

reconstruction plan of, 449. 
Lincoln, General, in Revolution, 2U5. 
Locomotive, first, 324. 
London Company, 55, 57, 58, 61. 
Lookout Mountain, battle of, 426. 
Lords of Trade, 151. 
Louisburg, 127, 128, 142. 
Louis XIV, King of France, 120. 
Louisiana claimed by France, 46. 

ceded to Spain, 148. 

bought bj^ LTnited States, 286-288. 

explored by Lewis and Clark, 288. 
Loyalists, see Tories. 

McClellan, General George B., 396, 405- 

408, 415. 
McCormick reaper, 339. 
Macdonough, Commodore, 309. 
McDowell, General, 395, 406. 
McKinley, William, 499, 517. 
McKinley Tariff Law, 501. 
Madison, James, 249, 296. 
Magellan, Ferdinand, 28. 
Maine, admission of state of, 318. 
Maine, the, destruction of, 516. 
Manhattan, settled by Dutch, 76. 
Manila Bay, battle of, 518. 
Marion, Francis, 222. 
Marquette, French explorer, 46. 
Marshall, John, 280. 
Maryland settled, 86. 

Lee's first invasion of, 408. 

Lee's second invasion of, 416-420. 
Mason and Slidell, 414. 
Massachusetts Bay Company, 81. 

Colony, 81, 82. 
Massacre, Boston, 159-161. 

at Cherry Valley, 220. 

at Wyoming, 220. 
Massasoit, 68. 
Mayflower, the, 66. 
Meade, General George, 416-420. 
Menendez, 43. 
Merrimac, see Monitor. 
Mexican War, 350-354. 
Mexico, conquered by Cortez, 35. 

Texas breaks away from, 360. 

Frepch in, 511. 



Military rule in the South, 460. 

Mills Tariff Law, 500. 

"Minute men," in Revolution, 172, 175, 

176. 
Missionary Ridge, charge up, 426. 
Mississippi, discovered by De Soto, 38. 

explored by Marquette and Joliet, 
46. 

control of sought by English and 
French, 123. 

improvement of mouth of, 489. 
Missouri Compromise, 316. 
Mobile Bay, naval battle in, 436. 
Monitor and Merrimac, 404. 
Monmouth, battle of, 217. 
Monroe, James, 314. 
Monroe Doctrine, 316. 

enforced in Mexico, 511. 

enforced in the Venezuela dispute, 
514. 
Montcalm, Marquis de, 142, 143, 144. 
Monterey, battle at, 352. 
Montgomery, General, 184. 
Morgan, General, 231, 232. 
Morrill Tariff Law, 500. 
Morris, Robert, 213. 
Morristown, 199. 
Morse, Samuel F. B., 340. 
Murfreesboro, 413. 

Napoleon, 288. 

Narragansetts, the, 93. 

Nashville, battle at, 435. 

National debt in 1789, 270. 

Nationalist movement, 315. 

National Republican party, 323, 347. 

National Road, 315. 

Navigation Acts, 151. 

Navy, U. S., in Revolution, 225-227. 

in War of 1812, 302-306, 309. 

in Civil War, 402-405, 436. 

in War with Spain, 517-519, 521. 
Necessity, Fort, 135. 
Negro slavery, see Slavery. 
Neutrality, Proclamation of, 279. 
New Amsterdam, 78, 79. 
Newfoundland, 127. 
New France, life in, 114-121. 
New Hampshire settled, 83. 
New Jersey settled, 87. 
New Netherland, 76-79. 



INDEX 



xlix 



New Orleans, battle of, 309. 

capturo of, in ([."ivil War, 402. 
New York, 7i). 

in Revolution, 187- 192. 
Niagara, Fort, l.'.G, 143. 
Nieholson, Fran -is, 108. 
Non-intercourse Act, 295. 
North, Lord, UVA, 106, 219, 239. 
North America, nat-iiral resources of, 

103. 
North Carolina settled, 87. 
Northmen, 3-G. 
Northwest, comiuest of, in Revolution, 

223. 
Northwest Territory, 247. 
Nova Scotia, st'e Acadia. 
Nullification, advocated in Virginia and 
Kentucky resolutions, 2N(). 

in South Carolina, in 1832, 331-333. 

Oglethorpe, James, 89. 
Ohio Company, 132, 133. 
Ohio, Indian troubles in, 277. 
Oklahoma, 473. 
Ordinance of 1787, 247. 
Oregon, 340. 

Oregon, the, ijattleship, 521. 
( )riskan.\-, battle at, 200. 
Otis, .lames, 152. 

Pacific Ocean, discovered by Balboa, 2S. 
crossed by jMagellan, 28. 

Palo Alto, battle at, 351. 

Panama (\inal, 529-532. 

Panic, financial, of 1837, 338. 
of 1873, 494. 
of 1893, 49,S. 

Paris, Treaty of, 239. 

Parliament, see Acts of Parliament. 

Parties, political, .sec Federalists, Anti- 
federalists, Repul)licans, National 
Rcijul)licans, Whigs, Democrats, 
American party. Fiiberty party. 
Free Soil party. Progressive 
party. 

Patroons, 77. 

Payne Tariff Law, 502. 

Peninsular Campaign, 405-408. 

Penn. William, 87, SS. 

I'cnnsylvania .settled, 87, 88. 

Pcquot War, 92-94. 



Pcrr\-, Commodore, 304-300. 
Petersburg, siege of, 429-43S. 
Philadelphia, founded, 88. 

taken by British in Revolution, 207. 
Philip, King (Indian), 94-90. 
Philippine Lslands, 517, 522,527. 
Phonogra[)h, 477. 
Pickett's Charge, 418. 
Pierce, Franklin, 301, 306. 
Pilgrims, the, 65-70. 
Pitcairn, Major, 175. 
Pitt, Fort, 142. 
Pitt, William, 142, 154, 156. 
Pittsburg riots, 507, .50S. 
Pizarro, Francesco, 35. 
Plattsburg, 309. 
Plymouth C^ompany, 55. 
Plymouth Rock, 67. 
Plymouth settled, 54 70. 
Pocahontas, 57. 
Polk, .James K., .348, 351. 
Polo, Marco, 10. 
Pontiac's (Conspiracy, 145. 
Popular Sovereignty, 363. 
Port Hudson, 403, 423. 
Porto Rico, 522. 
Port Royal, 127. 

Portuguese exploration, 11, 12, 22. 
Powhatans, 57. 
Prescott, Colonel, 182. 
Presidential elections, see Elections. 
Presidents and Vice-presidents, list of, 

five api)endix. 
Princeton, cai)ture of, 198. 
Progressive party, 533. 
Proprietary colonies, 86, 88, 90, 106. 
Protective tariff. 379, 532. 
Public lands, 471. 
Puritans, 64, 81. 
Putnam, General Israel, 189. 

Quakers, 87. 
Quebec, settled, 44. 

captured in Last French War, 143. 
Queen Anne's War, 125. 

Railroad, first in .\nierica, 323. 

development, 468-471. 
Raleigh, Sir Walter, 49-51. 
Randolph. John, 325, 326. 
Reciprocity, 501. 



I 



INDEX 



Reconstruction, 448-464. 

Acts, 451, 455, 456. 
Republican party ( Jeffersoniar ) , 271, 

272, 273, 279, 280, 285, 296, 314. 
known as Democratic, 323. 
(after 1856), 363, 368, 373, 453, 457, 

494, 498, 500, 501, 502. 
Republicans, National, 323, 347. 
Resaca de la Palma, 351. 
Resumption of specie payments, 495. 
Revere, Paul, 174. 
Revolution, American, 151-241. 
Rhode Island settled, 82. 
Richmond, Va., Confederate capital, 394, 

405-408, 413, 428-438, 439. 
Right of petition upheld by J. Q. Adams, 

348. 
Right of search, 294, 311. 
Roanoke Island, Raleigh's colony on, 

50-52. 
Roqhambeau, Count, 229, 233. 
Roosevelt, Theodore, 520, 523. 
Rosecrans, General, 423-426. 
Royal provinces, 107. 
Ramsey, James, 290. 
Russian America (Alaska), sold to 

United States, 512. 

St. Augustine founded, 37. 

old Spanish gate at, 38. 
St. Clair, General, 203. 
St. Leger, General, 201, 205. 
St. Mary's, settled, 86. 
Salem, Mass., founded, 81. 
Sampson, Admiral, 518. 
San Juan Hill, battle of, 520. 
Santa Fe, 31, 101. 
Santiago de Cuba, 518. 
Saratoga, Burgoyne's surrender at, 

209. 
Savannah, Ga., founded,- 90. 
Savannah, the, 339. 
Schenectady, massacre at, 124. 
Schley, Admiral, 519. 
Schuyler, General, 202, 203-205. 
Scott, Dred, see Dred Scott decision. 
Scott, General Wiofield, 352, 394. 
Search, Right of iM, 311. 
Secession of Southern states, 379-381. 
Sedition Law, see Alien and Sedition 

laws. 



Separatists, 65. 

Ser^pis Paul Jones defeats, 226. 

Seven Days' Battles, 406. 

Seven Years' War, see Last French War. 

Seward, William H., 362, 366. 

Sewing machine, first, 341. 

Shafter, General William, 519. 

Sharpsburg, see Antietara. 

Shays's Rebellion, 248. 

Shenandoah, Valley of in Civil War, 

388, 430. 
Sheridan, General P. H. 430, 438. 
Sherman, General W. T., 428, 433-436. 

439, 440. 
Sherman Law, 497. 
Shiloh, battle of, 399. 
Ship duels, in War of 1812, 302-.304. 
Silver, see Currency. 
Sioux Indians, trouble with, 472. 
Six Nations, see Irociuois. 
Slavery, begun in Virginia, 1619, 60. 

question in Federal Convention, 253. 

question in Congress, 1820, 316. 

abolition of, advocated, 342, 348. 

became foremost question, 349. 

Wilmot Proviso, 354. 

Compromise of 1850, 358. 

Kansas-Nebraska Act, 362. 

Dred Scott Decision, 368. 

John Brown's Raid, 370. 

Secession, 379-381. 

Emancipation, 411-413. 
Slave states, 317. 

Slave trade, opposition to, 254, 316. 
Slidell, see Trent affai-.. 
Smith, Captain John, 55, 57, 58. 
Sons of Liberty, 154. 

South, the, during Reconstruction period, 
460-464. 

since the War, 488-490. 
South Carolina settled, 87. 

Nullification in, 331-333. 

seceded, 379. 
Spain, attempts at colonization of, 35-39. 
Spanish discoveries, map, 36. 

Balboa, 28. 

Cortez in Mexico, 3.5. 

Pizarro in Peru, 35. 

Ponce de Leon in Florida, 35, 37. 

De Soto discovered Mississippi, 38. 

Coronado in Southwest, 38. 



INDEX 



Spanish War, 514-522. 

Specie (^ircuhir, 338. 

Specie payments, resumption of, 495. 

Speedwell, the, 06. 

Spoils system, 331, 503. 

Stamp Act Congress, 154. 

Stamp Act passed, 152. 

repealed, 154. 
Standish, Captain Miles, 66, 68. 
Stanton, Edwin M., 456. 
Stanwix, Fort, 201. 
Star of the West, the, 382. 
States' debts in 1789, 270. 
States' rights doctrine, 280, 331. 
Steamboat invented, 289. 
Stephenson, George, 324. 
Steuben, Baron, 216, 232. 
Stevens. Thaddeus, 450. 
Stow(>, Harriet Beecher, 361. 
Strikes, labor, .see Labor. 
Stuj've.fant. Peter, 79. 
vSumner, Charles, 362, 363. 
Sumter, Fort, fall of, 381-383. 
SnmttT, General Thomas, 222. 
S»ipreme Court established, 269. 
Swanzey, 95. 
Swedes settled in America, 80. 

Taft, William H., 527. 
'rariff, first passed, 270. 

liorthern and southern views on, 319. 

legislation from 1816 to 1828, 324-326. 

legislation from 1828 to 1833, 331-333. 

legislation from 1833 to 1909, 499-502. 
Tariff of Abominations, 326. 
Taxation without representation, 153, 

157, 1.58. 
Tax on tea, 15(5, 163. 
Taylor, General Zachary, 351, 357. 
Telegraph, the, 340. 
Telephone, the, 477. 
Temperance movement, 342. 
Territorial expansion, map opp. 524. 
Texas, 350. 

Thames, battle of th(\ 306. 
Thanksgiving Day, the first, 70. 
Thomas, General, 426, 435. 
Ticonderoga, 143, 181, 201, 203, 
Tilden, SanmelJ., 495. 
Tobacco in Virginia, 59, 
Tories, 158, 202, 222, 



Toscanelli's map, 14. 

Townshend Acts, 156. 

Trade routes to the East, 7-12 ; map, 9 

Trades unions, see Labor. 

Treasury, U. S., established, 338. 

Treaties, 1763, 148. 

Paris, 1783, 240. 

Ghent, 1814, 310. 

Mexican War, 354. 

Paris, closing Spanish War, 522. 
Trent affair, 414. 
Trenton, battle of, 190. 
Trusts, 486. 

Turks take Constantinople, 10. 
Tyler, John, 348. 

Underground Railroad, 361. 
Union Pacific Railroad, 469. 
United States Bank, first. 270. 
attacked b,\' .Jack.-ion, 336. 

Valley Forge, luniy at. 214 210. 

Van Buren, Martin. 339. 

^'enezuela boundary (lucstion, 514. 

Venice, a trade (enter. 10. 

Verrazano, 41. 

\'cspucius, .\niericus, 26. 

Vicksburg, 422. 

Vikings, 3-0. 

Vinland, 5. 

Virginia, colony of, 54-62. 

Virginia and Kentucky resolutions, 280. 

Virginia, the, ironclad, 404. 

Wages, see Labor. 

War lietween the States, pp. 386-447. 
War of the Revolution, 152-241. 
War of 1812. 294-312. 
War with Mexico, 350-354. 
War with Spain, 514-522. 
Washington, George, in the French War, 
134, 136, 138. 
in Revolution, 169, 181, 184. 

in New York campaign, 189-192. 
in New Jersey, 194-199. 
at Valley Forge, 214. 
at Yorktown, 233-237. 
'.n Federal Convention, 251-259. 
inaugurated president, 262. 
as president, 271, 272, 273, 277, 278. 



lii 



INDEX 



Washington, Colonel William, 231. 
Washington, city, 285. 

burned Viy British in ^^'al• of 1812, 308. 
Wayne, Anthony, 277. 
Webster, Daniel, first in Congress, 315. 

in defense of Union, 332. 

Seventh of March, speech of, 350. 
West, the development of, 466-471. 
West Point, in Revolution, 230. 
A\'est Virginia, 338. 
Whig party in United States, 347. 
Whigs, 158. 

AVhisky Rebellion, 277. 
Whitney, Eli, 282. 
Wild-cat banks, 337. 
A\'ildorness, battles uf, 428. 



William III, King of England, 119. 

Williams, Roger, 82-93. 

Wilniot Proviso, 354. 

Wilson, Woodrow, 535. 

Winchester, 430. 

Winthrop, John, 81. 

Wireless telegraphy, 478. 

Witchcraft, 111. 

Wolfe, General James, 143. 

Writs of Assistance, 152. 

Wyoming, massacre at, 220. 

X. Y. Z. afTair, 279. 

Yorktown, siege of, 233. 
Young Republicans. 290. 



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Songs for assemljly, with accompaniments piinted separately. 

Simplicity of arrangement and natural and easy movement characterize 
the alto and bass parts. Chromatic effects in these parts, difiicult intervals 
and rhythms have been avoided wherever possible. 

A prominent supervisor of public school music says : 

"To say that I am delighted with Book IV. does not express all I feel. 
It is a logical and fitting climax to the splendid series. 

"The material is wonderfully fine and complete, while the arrangement 
and method are most excellent. As a song book it is without a peer. 1 
congratulate you most heartily on yout newest publication. I shall be 
glad to use it in my work." 

Accompaniments fot New American Music Reader, Number Four 
90 cents «^/. 

THE MACMILLAN COMPANY 

84-66 Fifth Avenue. New York 
BOSTON CHICAGO SAN FRANCISCO ATLANTA DALLAS 



The Modem English Course 

BY 
HENRY P. EMERSON 

Superintendent of Education, Buffalo, Ntv York 
AND 

IDA C. BENDER 

Supervisor of Primary Grades, Buffalo, New York 

Book I — Elementary Lessons in Engflish 

Cloth, 1 2 mo, ix + 246 pages, illustrated, J5 cents net 

Book II — A Practical English Grammar 

Cloth, i2mo, xiv f 400 pages, 60 cents net 

These books aim to present the subject of language in accord- 
ance with modern principles of teaching, and because they are 
based on a study of the usage of the best writers and speakers of 
modern English. 

These books aim to give the young — - 

(i) Ability to express their own tlioughts and to understand the 
thoughts of others ; 

(2) Clear insight into the structure of the English sentence; 

(3) Effectiveness in the use of language; 

(4) Appreciation of its higher uses in literature. 

The books are written in good English. The authors are 
masters of an excellent style of writing, and they hav:; given 
their work a quality and finish which is educating and refining 
in the highest degree. The illustrative sentences in both books 
liave been selected with great care from standard literature, and 
they are valuable in themselves either for the information or the 
suggestive thought they contain. 



PUBLISHED BY 

VHE MACMILLAN COMPANY 

64 66 Fifth Avenue. New York 
iJOSTON CHICAGO SAN FRANCISCO ATLANTA DALLAS 



